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Description
This is the sixth meeting of the 2021-2022 Interim. Please see the agenda for details.
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
Videos of archived meetings are made available as a courtesy of the Nevada Legislature.
The videos are part of an ongoing effort to keep the public informed of and involved in the legislative process.
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A
A
Welcome
to
the
joint
interim
standing
committee
on
education:
this
is
our
sixth
meeting
and,
let's
begin
by
taking
the
role.
So,
if
miss
harper,
if
you
please
call
the
role.
D
A
Here,
thank
you
and
we
do
have
a
quorum
and
actually
everybody's
here
so
just
on
the
housekeeping
things
just
to
remember
about
the
electronic
devices
and
silence
those
and
and
then
also
just
as
a
reminder
again,
because
sometimes
we
have
new
folks
whenever
you're
speaking,
whether
it's
public
comment
or
giving
presentations
just
identify
yourself
each
time
you
speak
so
that
the
record
is
clear
because
sometimes
you'll
say
it
at
the
beginning.
A
And
then,
if
there's
back
and
forth
discussion,
we
can't
tell
who
said
what
so
just
identify
yourself
and
then
there's
a
microphone
and
you
have
to
turn
it
on
and
off.
As
you
speak.
So
there's
a
signing
table
near
the
entrance.
If
everybody
please
sign
in
and
the
meeting
materials
received
prior
to
the
meeting
have
been
loaded
up
on
the
committee's
web
page,
you
can
receive
electronic
notifications
of
the
committee's
agendas,
minutes
and
final
report
by
signing
up
on
the
nevada,
legislature's
website
and
just
for
the
members
on
zoom.
A
A
A
And
then
later
at
some
point
later
in
the
morning,
we'll
take
that
we
will
take
a
lunch
break,
I'm
just
going
to
we'll
figure
that
out
as
we
get
closer
to
to
that
time
and
for
this
meeting
we
do
have
the
agenda.
We
are
going
to
make.
A
Kind
of
be
fluid
today
on
the
agenda,
we've
got
some
different
time
frames
that
people
have
to
meet,
and
so
we're
going
to
move
some
stuff
around
a
little
bit
as
we
go
through
that,
but
we're
going
to
first
begin
with
our
public
comment
and
there's
several
ways
that
you
can
provide
public
comment.
One
is
here
in
person
or
in
carson
city.
The
other
is
to
call
in
via
phone.
A
Another
is
to
email
comments
and,
and
the
other
one
is
to
mail
comments
in
and
so,
and
the
information
for
those
are
on
our
website
and
and
on
the
agenda
as
well.
A
So
with
that
we'll
start
with
public
comment.
We'll
start
here
in
carson
city.
Anyone
wishing
to
give
public
comment.
You
just
need
to
come
forward,
and
so
we
do
have
someone
here
when
you
are
ready,
go
ahead
and
push
the
button
and
identify
yourself
for
the
record.
Welcome.
G
My
name
is
bill
hanlon,
as
a
committee
in
education,
you,
you
know,
there's
to
have
two
major
concerns:
one
is
school
safety
and
other
is
academics
with
respect
to
school
safety.
Let's
be
clear:
when
students
don't
have
teachers
who
know
the
content,
I
can't
explain
it
in
understandable
terms,
so
students
have
a
tendency
to
act
out
that
affects
school,
climate
and
safety,
but
I
want
to
talk
specifically
about
academics
and
math.
In
particular.
G
Math
is
required
for
success
and
and
science
engineering
technology.
The
stem
subjects
that
we
say
are
important.
Nevada
has
experienced
a
documented
shortage
of
math
teachers
since
1985
that's
over
35
years.
That
fact
alone
sets
students
up
for
failure.
Having
said
that,
as
you
know,
the
rules
of
math
just
don't
make
sense
when
standing
alone,
you
can't
divide
by
zero.
For
instance,
why?
Because
your
mom
said
so
any
number
of
the
zero
power
except
zero
equals
one.
What
what
the?
G
What
is
that
about
when
you
divide
fractions,
you
flip,
and
you
multiply-
was
that
made
up
in
a
bar
after
three
pictures
of
beer
after
midnight,
when
you
add
integers,
sometimes
you
add,
but
sometimes
you
subtract
when
you
subtract
integers,
you
change
your
sign
and
add,
but
sometimes
you
subtract,
you
know
if
you
don't
give
kids
a
six
pack
of
beer
when
you're,
12
and
13
year
olds,
when
you're
teaching
that
that's
probably
child
abuse
the
greatest
difference
in
upper
level.
Math
courses
in
elementary
school
math
is
vocabulary.
G
Notation
linking
concepts
and
skills
makes
learning
a
lot
easier
for
students.
It
also
allows
teachers
to
review,
reinforce
and
address
student
deficiencies,
as
well
as
increase
student
comfort
levels
by
using
familiar
language,
for
instance,
when
we
add
decimals,
when
we
line
up
the
decimal
point
and
fill
in
the
zeros,
that's
finding
a
common
denominator,
making
equivalent
fractions.
G
When
we
add
the
numbers,
that's
that
in
the
numerators,
when
you're
bringing
a
decimal
point
straight
down,
that's
bringing
down
the
denominator,
the
pythagorean
theorem
the
distance
formula,
the
equation
for
circle
and
that
trig
identity,
cosine,
squared
plus
sine
squared
equals
one-
are
all
the
same
formula
just
written
differently,
because
they're
being
used
in
different
contexts.
If
you
want
to
make
math
difficult,
we
teach
these
topics
a
nice
license.
Students
often
ask:
when
will
I
use
this?
We
tell
them
to
test
on
friday.
G
The
real
question
is:
when
don't
you
use
it
circumference
of
a
circle.
I
mean
you,
you
put
the
wrong
size
tires
on
a
car.
You
change
your
dominant
speedometer
reading,
you're
learning
about
a
parabola.
Well,
what
is
a
paraboloid?
It's
a
flashlight,
headlight,
satellite,
disc,
etc.
You
know
we
teach
exponential
functions.
G
The
professional
development
budgets
have
been
cut
approximately
in
half
over
the
last
15
years,
we're
at
a
time
that
students
need
help
more
than
ever
it's
past
time
to
not
only
restore
those
budgets
to
increase
them,
so
our
students
have
a
chance
to
succeed
with
teachers
who
actually
know
their
content,
know
how
to
teach
that
content
and
have
resources
support
that
outside
of
the
parents,
the
teachers,
the
most
important
part
of
education,
we
need
to
invest
in
their
professional
knowledge.
Thank
you.
A
Thank
you
very
much
next,
and
I
think
I
said
this,
but
I
and
you
were
right
on
as
far
as
we're
limiting
public
comment
to
three
minutes
so
that
we
can
make
sure
we
get
everybody.
H
Thank
you,
mr
chairman,
chris
daley
nevada
state
education
association,
the
voice
of
nevada
educators
for
over
120
years.
Today's
agenda
is
packed
with
critical
items
impacting
nevada
schools,
restorative
justice
and
student
discipline,
mental
health
professional
development
last
month,
nsca
testified
on
educator
safety
in
the
wake
of
the
horrific
event
at
el
dorado
high
school.
However,
none
of
these
issues
on
today's
agenda
can
be
adequately
addressed
unless
nevada
effectively
deals
with
the
staffing
crisis,
impacting
nevada
school
operations
across
the
state.
Unfortunately,
there
is
no
sugar
coating
it.
H
H
It's
time
for
twenty
time,
for
twenty
means,
a
twenty
percent
increase
in
educator
pay
and
at
least
twenty
dollars
an
hour
for
the
workers
who
make
our
schools
run
time
for
twenty
means,
reaching
an
average
class
size
of
twenty
students
in
core
academic
subjects.
Let's
consider
the
severity
of
the
situation
for
nevada
educators.
Today
the
economic
policy
institute
reports,
public
school
teachers
are
paid
19.2
percent
less
than
similar
workers
in
other
occupations.
H
According
to
the
national
education
association's
ranking
of
the
states,
nevada
public
school
teachers
make
nearly
7
500
below
the
national
average
and
27
000
a
year.
Less
than
neighboring
california.
Teachers
nevada
has
some
of
the
largest
class
sizes
in
the
country,
with
some
of
the
highest
concentrations
of
at-risk
students
and
english
learners.
Meanwhile,
a
substitute
teacher
shortage
has
left
countless
classrooms
with
no
teacher
at
all,
forcing
remaining
staff,
sometimes
our
lieutenant
governor,
to
cover
additional
classes.
A
chronic
bus
driver
shortage
has
caused
serious
delays,
sometimes
training
students
for
hours.
H
Multiple
districts
have
cancelled
routes
and
adjusted
schedules
to
try
to
mitigate
this
issue.
Thousands
of
education
support
professionals
across
the
state
earn
significantly
below
a
living
wage
as
low
as
10
to
11
dollars
an
hour
inflation
data
shows
prices
are
climbing
at
the
fastest
pace
in
40
years
with
cpi.
Now
at
8.3
percent
for
western
states,
home
and
rent
prices
have
skyrocketed
across
nevada,
with
average
rents
up
over
20
percent
in
the
last
year.
H
A
I
You
go,
my
name
is
raul
pastrana.
I
am
a
father
of
three
kids
that
attend
legacy
traditional
school,
which
is
a
charter
school,
I'm
here
to
speak
on
behalf
of
the
parents
that
are
not
here,
but
mostly
of
our
kids,
that
they
don't
have
a
voice,
especially
in
this
type
of
meetings.
To
start
with,
I
have
my
daughter
first
grader
that
had
bathroom
issues
for
over
a
month
took
it
to
the
doctor,
took
care
of
it,
but
my
daughter
refused
to
go.
I
It
happened
yesterday
that
we
find
out,
because
we've
been
asking
my
daughter
like
why
you
don't
want
to
go.
There
is
a
kid
that
is
scaring
the
kids
now
the
charter
school
is
all
the
way
to
eighth
grade,
so
it
happened
that
we
found
out
a
couple
days
ago
that
a
fifth
grader
molested
another
kid
at
this
point.
We
don't
know
if
it
was
my
daughter
or
it
was
another
kid.
I
I
I
I
I
I
I
I
A
Okay:
let's
go
to
carson
city.
Anyone
wishing
to
give
public
comment
in
carson
city.
C
C
It
may
have
been
a
violation
of
the
open
meeting
law.
However,
the
bigger
issue
is
that
I
believe
prohibitions
like
this
don't
serve
to
recognize
the
cultural
celebratory
aspect
of
graduation
for
kids
and
their
families.
This
is
a
time
for
them
to
showcase
their
uniqueness
and
celebrate
this
milestone
in
their
lives.
C
These
policies
target
native
students
with
beaded
caps
and
eagle
feathers,
polynesian
students
who
have
immense
pride
in
their
in
the
lays
they
wear
during
this
time
and
other
students
who
show
pride
in
their
culture
during
their
graduation
ceremony.
As
recently
as
last
session
legislation
was
enacted
that
prohibited
employers
from
requiring
employees
to
have
certain
hairstyles.
C
I
would
ask
you
all
to
consider
immediately
providing
guidance
to
the
17
school
districts
that
allows
for
nevada
graduates
to
show
their
uniqueness
on
their
caps
and
their
and
in
their
adornments,
including
cultural
items
that
have
become
a
part
of
the
celebration,
which
is
a
practice
that
has
been
going
on
throughout
the
united
states
for
years
and
years.
Graduations
will
start
occurring
over
the
next
two
or
three
weeks,
and
I
feel
it's
important
for
the
legislature
to
lead
on
this
issue
in
the
long
term.
I'd
ask
for
consideration
of
legislation
on
this
issue
as
well.
B
Senator
chair
it,
it
appears
there
is
no
more.
A
D
C
D
Thank
you.
Thank
you
good
morning,
mr
chairman,
my
name
is
nikki
hague
and
I
am
testifying
on
my
own
behalf.
I
am
testifying
today
on
the
new
guidance
that
was
given
to
the
graduating
class
of
douglas
high
school
in
minden
nevada.
Less
than
a
month
before
graduation.
The
seniors
were
informed
that
to
participate
in
the
graduation
ceremony.
Seniors
must
seniors.
Cats
must
be
free
of
any
decoration
as
a
native
american.
It
is
a
practice
that
has
been
going
on
for
years
to
have
your
cat
beated
for
your
graduation
ceremony
as
a
parent.
D
I
plan
for
my
son,
who
is
a
member
of
the
walker
river
paiute
tribe,
to
have
his
cat
beated
before
graduation,
just
as
I
did
last
year
for
my
older
son,
who
graduated
from
the
same
school
and
was
allowed
to
wear
a
seated
cap
in
the
graduation
ceremony
after
being
told
by
school
administration,
they
were
not
allowed
to
decorate
their
caps.
My
son
asked
if
it
would
be
okay
for
him
to
wear
his
beated
cap,
because
it
was
a
great
honor
for
him
and
a
lot
of
hard
work
went
into
it.
D
He
also
expressed
that
it
would
be
an
extreme
disappointment
if
he
was
not
allowed
to
honor
his
culture.
My
son
was
told
no
decorations
are
allowed
this
year,
and
this
applies
to
all
students,
so
they
appreciate
the
meaning
that
the
decoration
means
to
him.
They
suggested
he
honor
his
culture
by
wearing
something
under
his
gown
or
around
his
neck.
So
it
is
not
a
cap
or
gown
decoration.
D
D
I
would
like
to
ask
body
to
provide
guidance
not
only
to
this
school
district
but
to
all
districts
in
nevada
that
will
allow
seniors
to
express
themselves
before
their
graduation
day.
After
all,
this
day
is
about
them
and
the
compliments
they
have
made,
whether
they
show
their
expression
by
decorating
their
caps
for
the
university.
They
are
attending
their
culture
or
their
own
unique
style.
They
should
be
allowed
to
celebrate
their
day.
Thank
you
for
your
time.
A
Thank
you
very
much.
Anyone
else
wishing
to
give
public
comment.
Do
we
have
anyone
else
in
the
queue
bps.
D
Is
brenda
pearson
and
I
represent
the
clark
county
education
association
ccea
represents
the
over
18
000
licensed
educators
in
bargaining
with
the
clark
county
school
district,
and
we
are
the
largest
independent
teachers
association
in
the
state
and
in
the
country.
Ccea
looks
forward
to
the
discussion
on
the
agenda
for
today's
meeting
cca
supports
and
encourages
this
committee
to
find
ways
to
support
the
health
and
well-being
of
students
and
school
personnel.
However,
as
we
conduct
ourselves
in
this
meeting,
we
cannot
forget
the
safety
of
our
educators.
D
We
appreciate
the
upcoming
presentations
on
restorative
justice
and
student
discipline
issues.
It
is
not
a
secret
that
violence
against
educators
and
violence
in
schools
has
escalated
and
our
biggest
concerns
over
improper
implementation
and
training
of
restorative
practices
bills
has
occurred.
Cca
has
cautiously
supported
the
passage
of
restorative
practice
bills.
We
know
that
a
change
from
a
progressive
discipline
plan
to
restorative
practices
requires
foundational
knowledge
and
a
robust
system
of
supports,
including
training
and
coaching,
to
ensure
proper
implementation.
D
Our
teachers
currently
feel
that
the
implementation
or
lack
thereof
of
restorative
practices
is
so
varied
across
schools
that
it
fails
to
get
to
the
root
cause
of
the
issues
to
provide
healing
and
coping
mechanisms
for
children.
Instead,
many
of
our
processes
focus
on
the
aftermath
of
negative
conduct.
D
Additionally,
the
lack
of
accountability
that
has
accompanied
previous
bills
has
prevented
our
educators
from
buying
into
the
idea
of
restorative
practices.
We
do
not
have
time
to
risk
the
lives
of
our
educators
to
determine
if
our
trial
and
error
implementation
of
restorative
practices
is
working.
We
must
work
together
to
provide
safety
for
to
our
educators
and
through
legislative
and
regulatory
changes
that
fund
all
schools
with
the
resources
to
improve
both
the
implementation
of
restorative
practices
and
mental
health
supports
for
our
staff
and
students.
D
D
A
D
G
A
Great
thank
you
very
much
and
we
also
have
a
public
comment
period
at
the
end
of
our
meeting
today,
as
has
been
mentioned
and
as
you've
seen
look
through
the
agenda.
There
are
some
really
important
topics
that
we're
going
to
cover
today
and-
and
I
also
mentioned
we're
going
to
move
around
a
little
bit-
we
are
going
to
start
with
the
well.
First
of
all,
we
need
to
move
to
item
number
three.
A
Second,
okay,
so
we
have
a
motion
from
senator
don
darrell
loop,
a
second
from
semiluman
thomas,
any
further
discussion
on
the
motion.
All
those
in
favor
say
aye
or
lift
your
hand
any
oppose.
Thank
you.
Any
opposed
motion
carries
okay.
Thank
you.
So
we're
now
going
to
move
to
on
the
agenda
item
number
four:
the
next
one
discussion
concerning
the
health
and
well-being
of
pupils
and
school
personnel.
A
We
are
going
to
start
first
with
a
presentation
by
superintendent
jarrah
from
the
clark
county
school
district.
I
believe
representing
the
association
of
school
superintendents
and
then
after
he
is
done.
We
will
take
some
questions.
If
you
have
any
and
then
we
will
go
to
the
department
of
education
and
and
then
to
jessica,
sheeran,
the
nevada
association
of
school
psychologists.
So
dr
jarrah
welcome
we're
grateful
to
have
you
here.
A
K
Great
good
morning,
thank
you,
chair
dennis
members
of
the
committee
superintendent
ajar
for
the
record,
not
only
here
on
behalf
of
nasa,
I
see
some
of
my
colleagues
are
on
zoom
as
well,
but
also
I'm
going
to
give
you
a
little
bit
of
the
district
perspective
here
in
the
clark
county
school
district.
K
If
we
can
go
back
to
october
of
2020
in
in
the
clark
county
school
district
in
the
state
of
nevada,
we
were
facing
in
the
midst
of
trying
to
figure
out
what
coveted
and
I
still
recall
the
conversations
with
our
local
health
officials
here,
dr
lagann
and
the
county
and
the
numbers
and
the
cases
that
we
were
talking
about
it
was
how
do
we
decrease
the
number
of
covet
cases,
and
then
it
started
the
conversation
around
the
impact
of
the
learning
loss,
and
then
we
started
looking
at
the
mental
health
needs
of
our
children
and
our
staff.
K
I
want
to
make
sure
that
it's.
This
is
both
not
only
our
students
but
our
staff.
I
still,
as
we
were
in
the
processing
the
conversation
with
governor
sissellac
as
we
lost
the
nine
nine-year-old
to
suicide.
At
that
point,
we
really
needed
to
look
at
a
comprehensive
approach
into
responding
to
covet
pandemic.
K
The
school
board
of
trustees
then
immediately
contracted
with
panorama,
which
was
a
universal
screener
that
we
have
here
in
the
clark
county
and
I'm
going
to
give
you
some
numbers
224,
and
these
are
numbers
from
then
until
where
last
february
of
2022.,
so
in
that
in
that
time
and
the
investment
that
we
made
due
to
the
first,
I
think
it
was
the
second
arp
funds
that
we
received
from
the
federal
government.
K
224
thousand
106
surveys
completed
by
students,
45
000
of
673
of
our
children
raised
their
hand
asking
for
assistance.
79,
000
referrals,
71
000
virtual
wellness
checks
that
our
staff
did
throughout
and
have
done
throughout
the
pandemic.
We
have
done
185,
460,
in-person,
wellness
checks.
That
means
that
our
staff
has
gone
into
their
homes,
not
only
using
the
panorama,
but
also
on
our
goal,
guardian,
which
is
our
chromebook
and
we've
done
1846
suicide
protocols
in
the
clark
county
school
district
tool.
K
We
also.
This
is
just
one
way
for
us
to
just
get
into
universal
screening.
We
also
then
instituted
in
the
clark
county
school
district,
every
school
in
the
clark
county
school
district
366
initiated
what
we
call
the
multi-disciplinary
leadership
team,
which
includes
principals
assistant
principals,
school
counselors,
psychologists,
social
workers,
safe
school
professionals
and
our
nurses
again
to
identify
the
student
and
family
needs
in
our
in
our
in
our
schools.
One
of
the
things
that
our
staff,
our
our
teams,
looked
at
into
making
some
referrals
and
support.
K
It
was
the
availability
availability,
I'm
sorry
of
of
our
services
length
and
wait
list.
Language
and
cultural
needs
obviously
make
sure
that
we
were
able
to
communicate
the
insurance
needs
and
capacity
transportation,
social
determinations
of
health
needs
and
really
the
social
stigma
about
receiving
community
services.
So
that's
part
of
the
the
entire
look
into
the
school
again
assessing
the
needs
and
the
support
systems
along
with
our
schools,
and
then
our
mlt
teams
then
followed
up
with
us
with
our
students
and
our
staff
and
community
partners.
K
We
also
and-
and
we've
been
partners
with
care,
solace
and
care
solace
is
what
we
call
a
concierge
support
for
our
families,
but
but
it's
also
not
only
for
our
kids,
but
it's
for
our
families
and
for
the
entire
community.
They
have
opened
it
up,
which
is
a
free,
24,
7
365
days
a
week,
multilingual
care
coordinating
service
it
really
it.
It
helps.
Families
eliminate
the
red
tape
with
insurance
companies,
health
substance
and
use
treatments,
so
they
coordinate
for
our
students,
our
families
and
those
who
use
it
across
the
entire
community.
K
We've
also,
I
know
the
legislature
has
invested
in
the
harbor.
The
county
has
as
well,
and
we
use
the
harbor
as
a
juvenile
assessment
center
that
houses
community
partners,
our
staff,
we
staff,
along
with
the
county
for
on-site
providers
that
are
community
programs
and
support,
including
counseling
mentoring,
tutoring,
cognitive
behavioral
support
systems,
case
management
for
up
to
60
days,
post
intake
and
again
the
follow-up
from
the
harbor
staff
on
a
weekly
basis
with
our
community
and
our
students.
K
One
of
the
other
things
that
we
have
also
instituted
across
the
district
is
the
teletherapy
not
only
hazel
health,
but
also
we've
also
partnered,
with
ppm
pediatrics.
So
it
there's
a
there's.
Two
different
services
that
are
providing
for
our
students
to
address
mental
health
needs
well-being
through
remote
access
to
therapists
during
the
weekdays
at
no
cost
to
the
family.
This
is
another
investment
that
we've
made
using
the
sr
dollars
that
we
receive
from
the
federal
government.
K
Again
again,
our
students
received
immediate
services
based
on
the
consent
and
availability
from
their
parents.
Our
our
staff
support
includes
the
panorama
as
well.
They
can
participate.
It
is
available
as
well,
but
I'm
going
to
tell
you.
This
is
something
that
we
continue
to
hear
from
our
principals
and
we
hear
obviously
and
you've
heard
from
our
public
commenters
today.
K
The
lack
of
I
would
say,
workforce
that
we're
facing
not
only
here
in
the
clark
county
school
district,
but
my
colleagues
across
the
state
of
nevada
in
rural
nevada
is
also
in
in
in
a
crisis
mode
that
we
need
to
provide
support
so
again,
very
comprehensive
approach
to
provide
the
mental
health
support
for
not
only
our
students.
K
A
Yeah,
why
don't
we
in
case
there
would
be
similar
questions
if
there's
any
that
are
specific
to
clark,
we
could
do
those
now.
I
I
one
thing
I
didn't
read
in
my
notes.
We
do
have
dr
paul
lamarca
here
from
washoe
county,
so
I
think
I'm
gonna
have
him
do
his
presentation
and
then
we
can.
I
don't
know
if
I
don't
think
I
don't
see
any
others
from
the
association.
So
between
the
two
of
you.
Maybe
we
can
do
the
the
those
questions.
A
A
A
M
M
And
so
with
that
and
you're
saying
that
this
panorama
program
can
you
define
what
it
is
and
how
will
staff
know
it's
available?
How
many
staff
have
been
able
to
receive
services
from
this
and
if
it
actually
is-
and
if
this
is
the
only
opportunity
for
staff
wellness
as
well,
because
there
seems
to
be
a
big
concern
about
the
actual
care
and
wellness
for
staff
yeah.
K
No,
madame
chairman
chairman,
dennis
assemblywoman
miller,
great
question
superintendent
jar
for
the
record.
The
panorama
is
a
universal
screener.
It
is
available
for
staff
when
we
pushed
it
out
back
in
when
we
contracted
with.
K
So
that
is
basically
it's
a
survey
and
then
it
kind
of
gives
you
it
puts
you
in
a
red,
yellow
and
green.
So
then
we
then
deploy
support
for
not
only
for
our
students
but
for
staff.
That
is
it's
just
a
it's
a
survey
that
that
kind
of
you
know
you
can
raise
your
hand
need
support.
We
also
do
have
an
eap
program
that
actually
that
we
put
out
the
board
invested
through
our
insurance
for
our
support
staff
as
well.
K
You
know
it's
it's
employee
assistance
program
for
support.
I
know
that
working
with
the
state
department,
as
a
matter
of
fact,
once
we
when
we
were
dealing
with
the
crisis
that
we
all
dealt
with
at
el
dorado,
I
contacted
the
state
superintendent
to
provide
some
assistance
and
support
for
our
crisis
team.
We
have
been
in
the
crisis
there
and,
and
and
and
it's
how
do
we
then
provide
some
other
dollars
to
support
our
our
crisis
team
now
to
all
schools.
K
That
is
something
that
is
lacking
when
it's
when
we're
looking
at
the
investment
of
our
federal
dollars
is
how
do
we
amend
it
to
support
our
staff,
but
all
of
these
programs?
I
guess
what
I'm
hearing
from
the
question
is
that
we
need
to
do
a
better
job
in
communicating
that
they're
available
for
staff
as
well,
because
care
solace
is
another
one.
That's
available
for
all.
M
M
So
I
know
that
there
was
a
time
when,
if
something
happened
in
the
school
or
the
classroom,
that
crisis
response
team
often
would
be
there
that
afternoon,
if
not
the
next
day
to
help
especially
the
students
process
through
what
they
were,
what
they
experienced,
because
we
often
forget
that
it
whatever
it
may
seem
that
it
if
it
happens
to
just
a
few
students
or
a
group
of
students,
it's
all
the
students
that
are
there
exposed
to
it
and
witnessing
it,
and
yet
there's
been
a
lack
of
crisis
response
teams,
and
so
I'm
wondering
is
that
still
a
practice
that
the
district
is
employing
yeah
and
with
that
is
there
also,
in
addition
to
just
a
survey
so
panorama.
M
So
that's
a
survey
to
say
if
someone.
M
Screener
so,
but
what
about
when
there's
actually
an
instance
of
crisis
or
trauma
what?
Then
there
is
in
place
for
those
staff,
as
well
as
the
kids
to
come
in
and
and
meet
those
immediate
needs?
Is
there
a
crisis
response?
Is
there
counseling?
Is
there
something
available
to
staff
and
also
quite
like
the
military
oftentimes
employees
are
concerned
about
any
kind
of
counseling
or
mental
health
services
they
may
receive
from
their
employer
because
of
the
concern
of
whether
or
not
that's
actually
shared
with
their
employer?
M
So
can
you
speak
on
that
as
well?
So
I
guess
briefly.
My
first
question
again
is
crisis
response
teams,
two,
what
is
immediate,
actual
care
and
response
for
staff
and
then
as
well
as
how
can
employees
feel
secure
in
knowing
that
there
won't
be
crossover
between
the
healthcare
providers
and
their
employer.
K
Chair
dennis
assemblywoman
miller,
we
do
have
the
identity
superintendent
for
the
record.
Thank
you.
It's
been
a
while
it's.
What
I
would
tell
you
is
that
the
crisis
response
team
also
is
available
for
staff.
K
As
a
matter
of
fact,
we've
had
multiple
cases
and
that's
part
of
where
we,
the
eldorado.
It
was
not
only
for
the
for
the
individual
teacher,
the
the
entire
school,
but
then
also
for
staff.
We've
had
many
many
crisis
in
in
deaths
in
schools,
natural
causes
that
we
submit
and
we
send
the
crisis
team
as
well.
That's
where
the
the
requests
and
and
the
state
department
supporting
us
and
adding
more
support,
because
our
our
crisis
team
has
been
overloaded
as
well.
K
M
I'll
just
leave
it
with.
I
would
just
like
to
see
much
more
crisis
response,
and
it
seems
that
the
incidents
that,
when
you're
speaking
of
death
and
whether
it's
of
natural
cause
or
a
victimization,
that
that
shouldn't
be
the
bar
for
crisis,.
K
No,
I'm
just
saying
superintendent
jar
for
the
record,
I'm
just
giving
you
examples.
We
need
more
staff,
we
need
more
bodies,
we
need
more
psychologists,
as
a
matter
of
fact
tonight
on
the
agenda,
for
the
board
is
a
partnership
with
nevada
state
college.
In
my
conversations
with
the
president
of
president
pollard
that
we
are
putting
an
fte
at
nevada
state
college,
so
they
can
help
us
increase
school
psychologists
in
the
clark
county
school
district.
We
need
more
staff,
absolutely
couldn't
agree
more.
B
Thank
you,
superintendent,
jarrah,
I'm
not
sure.
If
you
can
answer
this
or
maybe
assemblywoman
miller
somebody
who's
in
the
trenches
that
as
staff
teaching
do,
we
have
as
far
as
adults
go.
Do
the
health
benefits
that
staff
and
teachers
get
offer
mental
health
services
for
them
through
their
insurance.
B
A
Okay
right
right
now,
we
just
want
to
do
clark
county
because
we
still
need
to
get
the
presentation
from
washoe.
So
do
you
want
clark
to
specifically
answer
that
question.
B
Yes,
yes,
that
since
that's
who's
at
the
table
and
and
considering
the
issues
at
hand
before
all
of
this,
that
would
be
fine.
K
A
K
Superintendent
jar
for
the
record:
I'm
not
an
expert
on
what
the
health,
maybe
assembly,
woman
miller,
may
know
from
the
health
what
the
teachers,
health
trust
first,
but
I
know
that
we,
we
are
actually
increasing
the
capacity
of
of
an
outside
group
again
on
tonight's
board
agenda
that
does
partner
with
ccea
to
provide
some
support
care
solace.
That's
part
of
what
the
care
solace
system
does
it's
really
not
only
for
students,
but
for
adults.
K
It
really
matches
where
not
only
the
insurance,
but
then
it
also
helps
them
with
the
health
provider.
It's
a
concierge
treatment
and
then
it
provides
that
handoff
to
say
well,
here's
who
is
in
your
plan
and
that
support,
but
as
far
as
the
details,
whatever
plan
that
that
the
individual
employee
receives
or
signs
up
for
will
be
according
to
their
benefits,
and
I'm
not
the
expert,
but
we
can
certainly
get
that
information
to
you.
F
K
Chair
dennis
superintendent
jar
for
the
record,
do
I
have
sign?
No,
I
do
not.
I
have
not.
We
have
not
done
a
research
study
around
it.
What
we
are
looking
at
is
obviously
the
learning
laws
we
can
identify
with
with
student
data
in
the
presentations
that
we
have
done
in
the
past.
Actually,
the
board
has
identified
goals
for
the
district
to
increase
due
to
the
learning
loss.
A
C
Thank
you
very
much
chair
good
morning,
dr
jarya.
How
are
these
programs
that
you
have
in
place,
interacting
with
programs
that
might
be
a
vendor
or
a
non-profit
I've
seen
recently
news
stories
on
hope
squad
and
I've
been
involved
with
hope
means
nevada,
which
is
a
teen
group,
so
those
are
just
two
that
I'm
aware
of,
but
how
do
those
interact
with
that.
K
What
I
can
the
data
is
in
and
used
within
the
multi
leadership
team
in
schools
with
some
of
these
programs,
and
so
if
there
is
a
hope
squad
partner
because
that's
not
in
across
all
our
schools,
so
so
that
is
a
partner
that
will
be
very
specific
to
the
school.
So
it'll
be
channeled,
I
guess
or
funneled
right
through
the
mlt
teams
within
the
schools.
So
they
will
be
responsible
to
make
sure
that
they
triangulate
the
data
and
to
support
the
students.
A
Thank
you.
Anyone
else
wishing
to
ask
dr
jara
any
of
our
folks
on
zoom
any
questions.
A
Okay,
they're
nodding.
No,
so
I
all
right.
So
thank
you
very
much,
dr
dharma,
and
hopefully
you
can
hang
out
for
a
few
more
minutes
and
just
in
case
some
other
questions
come
up,
but
I
know
you've
got
a
schedule
all
right.
Thank
you.
Let's
go
up
to
carson
city
now
we're
going
to
hear
from
dr
paul
lamarca
on
behalf
of
the
color
county
school
district.
L
L
So
we
know
that
there
are
a
variety
of
stressors
in
the
environment
home
and
in
school,
affecting
students
every
day
and
students
will
cope
in
different
ways.
Poor
attendance,
they
may
demonstrate
disruptive
behavior,
they
may
slip
into
substance
use,
certainly
emotional
dysregulation
and
all
these
are
associated
with
poor
academic
performance
to
optimize
student
learning.
L
Students
have
to
feel
safe.
They
have
to
feel
welcome.
They
have
to
feel
valued
and
really
when
we
approach
building
a
community
in
which
they
sense
those
things
we're
supporting
all
of
these
areas:
attendance,
behavior,
mental
health
and
academics.
We
use
a
multi-tiered
system
of
supports
framework
to
really
couch
our
services
and
that's
sort
of
depicted
here.
Essentially,
what
you
see
is
in
tier
one-
and
this
is
conceptual-
this
includes
all
the
strategies
and
practices
that
are
provided
to
all
students.
L
Tier
two
are
for
interventions
for
students
who
are
not
responding
to
these
core
practices
and
then,
if
students
continue
to
struggle,
then
we
move
into
tier
three,
which
is
more
specialized
regarding
a
student's
needs,
so
I'm
going
to
briefly
walk
through
some
of
the
strategies
that
we
use
and
again
you're,
going
to
see
within
this
listing
things.
That
may
seem
more
related
to
behavior
or
attendance,
but
they
support
mental
health
as
well,
but
I
will
point
out
some
of
the
ones
that
are
more
specific
to
mental
health.
So
we
based
on
legislation.
L
L
Our
mental
health
professionals,
mentoring
for
students
and
what
we
call
check
in
check
out-
and
this
is
a
this-
is
a
process
where
some
of
our
students
the
moment
they
walk
into
school,
they
check
in
with
an
adult,
a
trusted
adult
and
before
they
leave
the
day
they
check
out
with
that
adult
so
that
we
can
constantly
support
that
child.
If
we
still
see
students
struggling,
we
get
more
intense
in
terms
of
our
interventions.
L
This
can
include
one-on-one,
behavioral,
support,
therapeutic
support,
substance,
abuse,
programming
and
violence
intervention
programming.
Obviously,
we
use
threat
assessments
in
rare
circumstances
or
in
circumstances
that
call
for
that,
and
then
I've
also
highlighted
here
case
management
and
third
party
referrals.
L
L
L
L
Finally,
sometimes
there's
there's
conversation
about
how
much
should
a
school
do
versus
the
community,
and
this
is
a
community-wide
issue,
but
we
we
don't
have
a
choice
not
to
support
mental
health
needs.
The
students
are
in
our
classrooms
and
in
order
for
them
to
learn,
they
have
to
be
in
a
good
place
to
do
that,
saying
that
we
have
strong
partnerships
with
our
human
services
agency,
juvenile
services
office
of
suicide
prevention,
family
courts.
L
We
have
great
partnerships
with
several
non-profit
agencies,
I'll
point
out:
children's
cabinet
renown
hospital
awaken.
We
work
with
community
in
schools.
I
know
they
do
that
in
clark
county
as
well.
We
have
family
resource
centers
that
are
designed
to
support
basic
needs,
such
as
food
insecurity,
housing
insecurity.
L
I
will
say
just
very
briefly
with
respect
to
to
adults,
many
of
the
the
strategies
that
I
listed
as
tier
one
that
are
really
around
building
community.
These
are
supports
for
adults
as
well
as
students
when
you're
building
a
community.
It
is
a
working
community
as
well
as
a
learning
community,
so
we
do
provide
a
lot
of
support
around
social,
emotional
learning
for
our
adults
at
tier
two.
What
we
might
consider
tier
two
for
the
last
couple
of
years,
especially
because
of
the
pandemic,
we
have
provided
through
partnerships
with
private
therapists
weekly.
L
We
provide
peer
support
groups
for
teachers.
It
has
mostly
been
virtual
so
that
that
creates
some
barriers
to
that
kind
of
support,
but
we
will
we're
going
to
continue
that
into
the
future.
There's
a
definite
need,
and
then
at
tier
three
three,
as
mentioned
when
there
is
a
crisis,
our
crisis
response
teams,
they
respond
to
students,
obviously,
but
they're
also
there
for
the
entire
staff.
L
Our
crisis
response
team
includes
some
specialized
crisis,
counselors
our
emergency
services,
folks,
we
we
have
partnerships
where
we'll
bring
in
you
know,
pets
and
we'll
do
different
things
and
then
we'll
do
some
case
management
when
people
require
additional
services
and
of
course
employees
have,
they
can
take
advantage
of
our
employee
assistance
program
as
well
when
they
have
very
specialized
needs
and-
and
that
is
not
something
that's
shared
with
an
employer.
A
B
A
Our
folks
online
have
any
questions
on
zoom,
okay.
Thank
you,
dr
lamarca.
Thank
you,
dr
jarrah,
and
so
we
will
now
go
to
our
representative
from
the
nevada
department
of
education
christie.
Mcgill
is
the
director
of
office
for
safe
and
respectful
learning
environment.
So,
whenever
you're
ready
go
ahead,.
N
All
right,
thank
you
good
good
morning
for
the
record
christy
mcgill
from
the
office
of
safe
and
respectful
learning
environments
and
real
briefly.
I
will
not
review
anything
that
our
partners
already
talked
about.
Superintendent
jara
and
dr
lamarca
did
wonderful
jobs,
kind
of
explaining
the
mental
health
and
also
the
mtss
framework.
N
What
I'm
going
to
briefly
go
through
is
the
importance
of
school-based
health.
I
really
want
to
pause
and
highlight
the
great
work
that
has
happened
in
our
schools
with
our
school
nurses
and
then
the
importance
of
the
team
to
support
teachers,
and
we
call
that
the
specialized
instructional
support
personnel
ratios
and
then
the
efforts
the
state
is
doing
to
increase
the
capacity
of
school-based
health
services.
N
Our
role
at
the
state
is
to
really
look
at.
We
affectionately
say
that
our
districts
are
the
a
team
and
the
office
of
safe
and
respectable
learning
is
the
b
team
we
get
to
be
there
for
the
adults
and
help
look
at
capacity
building
bringing
resources
and
connecting
them
to
trainings
and
evidence-based
practices
when
needed.
N
When
it
comes
to
school-based
services,
youth
are
six
times
more
likely
to
engage
in
the
service
if
they
are
done
at
school.
So
this
has
meant
a
huge
growth
in
especially
behavioral
health
as
a
result
of
covid
that
is
being
done
at
our
schools.
In
fact,
most
children
throughout
the
united
states
get
their
behavioral
mental
health
in
our
school
systems.
N
And
just
a
quick
shout
out
to
our
school
nurses
and
how
important
they
are
this
year
we
did
have
because
of
recovery
funds.
We
were
able
to
secure
a
nurse
at
the
state
level
that
was
able
to
work
with
all
of
our
chief
school
nurses
throughout
the
districts,
and
we
found
this
in
increased
communication
really
important
to
be
efficient
when
addressing
the
pandemic
and
then
also
making
sure
that
communication
was
going
both
ways.
N
So
school
nurses
again
really
we're
just
really
honored
to
work
by
their
side
and
the
amount
of
work
they
put
in
through
this
covid
and
the
pandemic
was
incredible.
N
They
looked
at
testing
for
covid19.
They
worked
on
the
clia
grants.
The
clinical
laboratory
improvement
amendments
implemented
testing
strategy,
reported
positive
cases.
They
did
contract
tracing.
They
really
worked
really
hard
throughout
the
state
to
make
sure
that
their
schools
stayed
open
and
again,
I
think
in
some
ways
there
are
some
of
our
unsung
heroes,
and
you
know
if
you
have
the
ability
to
take
the
moment
to
thank
a
school
nurse.
It'd,
be
greatly
appreciated.
N
N
You
heard
dr
lamarca
talk
about
multi-tiered
systems
of
support
and
that's
what
that
is.
Is
it
brings
that
team
approach
in
order
to
have
that
team
approach,
we
need
the
workforce
and
we
need
the
people
in
the
schools.
So
just
a
quick
little
review,
the
work
of
this
body
in
2019
looked
at
developing
non-binding
recommendations
for
the
ratios
of
people
to
specialize
instructional
support
personnel.
That's
your
school
counselor,
your
school
sykes,
your
school
nurses,
all
those
people
that
really
can
support
your
teachers.
N
N
Also
in
the
year,
2021
legislation
was
passed
to
ask
our
two
biggest
school
districts
to
share
their
plans
and
how
to
increase
these
ratios.
So
I
put
the
ratios
in
here.
There
are
great
litmus
tests
to
see
how
well
we
are
doing,
because
I'm
going
to
talk
about
some
of
the
resources
that
are
coming
up
to
improve
these
ratios,
so
I
wanted
to
start
with
a
baseline.
So,
as
you
can
see
school
counselors
in
our
two
largest
school
districts,
you
can
see
the
percentages
of
ratios
met.
N
You
can
also
see,
despite
the
pandemic,
that
our
districts
have
actually
improved
some
of
their
ratios.
In
some
of
these
areas
you
can
see
in
school
psychologists.
We
are
not
as
far
as
in
school,
counselors
and
then
also
school
social
workers.
We
have
a
ways
to
go
and
then
you
can
see
in
school
nurses
a
little
bit
better
ratios.
So
this
is
our
litmus
test
to
really
show
if
we
are
making
progress
throughout
the
years.
This
is
going
to
be
your
baseline
and
we
can
refer
back
to
these
in
ongoing
presentations.
N
So
some
of
the
ways
we're
looking
at
to
improve
these
sisp
ratios
is
one
is
to
look
at
workforce
and
then
two
is
to
look
at
other
ways
of
funding.
We
looked
at
states
who
have
been
looking
at
other
pots
of
money,
not
just
educational
dollars,
to
fund
these
people.
One
of
that
is
medicaid
billing
beyond
the
educational
programs
and
nevada
is
actually
a
free
care
state.
N
I'm
going
to
talk
a
little
bit
about
our
local
efforts
right
now.
Again,
you
saw
the
baseline
and
so
we'll
be
able
to
kind
of
measure
how
we're
doing
come
up
previous
years.
So
one
is
a
grant
from
the
u.s
department
of
education.
It
looks
at
school-based
mental
health
services,
workforce
development,
so
it's
totaling
10
million
dollars.
Over
five
years
we
have
partnered
with
the
university
of
nevada,
las
vegas
and
nevada
state
college
and
looking
at
the
recruitment
and
re-specialization
strategies.
N
So
looking
at
how
do
we
get
people
into
our
schools,
so
there's
grants
to
both
these
education
engi
institutions
and
then
also
our
districts.
To
do
this,
we
looked
at
awarding
funds
to
districts
and
charter
schools
to
support
hiring
incentives,
relocation,
stipends
field
placement,
incentives
for
current
university
and
college
systems.
Also,
I
have
to
say
that
our
cte
programs
really
looking
at
dual
credit
and
growing
our
own.
If
we
can
get
our
students
interested
in
these
fields,
they
are
more
apt
to
stay
and
return
back
into
our
school
systems
as
well.
N
Also.
What
we
looked
at
is
we
did
look
at
putting
setting
aside
the
state
allotment
of
the
school
emergency
relief
funds
to
offset
some
of
the
mental
health
concerns
that
our
districts
were
expressing.
So
we
had
invested
7.5
million
dollars
to
hire
additional
school-based
mental
health
professionals
and
then
also
1.7
million
to
hire
multi-tiered
system
of
support
coaches.
You
kind
of
heard
dr
lamarca
talk
about
the
reason.
We
really
need
that
system
in
place
at
our
schools
so
that
we
can
early
intervene
when
problems
first
start
to
arise
either
with
our
staff
or
our
students.
N
Also,
really
quickly
want
to
cover
our
trauma.
Recovery
demonstration
grant.
This
grant
actually
works
with
providers
throughout
the
state
of
nevada
and
our
districts
to
offset
any
costs
of
trauma
services
for
our
students,
especially
as
they're
coming
out
of
the
pandemic,
so
that
students
have
choices
around
the
resources
they
need
and
also
if
they
are
not
covered
by
insurance
or
if
they
are
do
not
have
the
paperwork
or
citizen
paperwork
or
that
they
may
be
under
insured.
N
Many
of
our
students,
especially
in
rural
nevada,
have
high
deductibles
and
they're
underinsured
for
mental
health
and
trauma
services.
So
this
this
grant
helps
fill
that
gap,
as
you
can
see,
actually
we're
well
above
500.
Now,
even
as
this
presentation
was
made,
the
nevada
project
aware
is
nine
million
dollars
to
deeply
implement
the
tier
two
in
tier
three
that
dr
lamarca
talked
about
services
in
washoe,
carson
city
and
the
state
public
charter
school
authority.
N
Again,
what
we're
seeing
is
that,
if
the,
if
the
services
are
provided
at
the
school,
the
students
and
families
are
far
more
likely
to
use
them,
and
so
this
grant
really
looks
at
piloting.
How
do
we
deepen
those
tier
two
and
tier
three
services
and
washoe
county
gratefully,
got
on
board
really
quickly
and
has
pilot
schools
as
well
as
carson
city
in
the
state
public
charter
school
authority?
We
also
are
state.
Mental
health
partners
is
the
office
of
suicide
prevention
to
expand
training.
N
N
N
N
We
look
at
training,
we
look
at
online
resources
and
coaching
as
well
outcomes
to
date.
Just
in
the
pandemic
years
you
can
kind
of
see
below
688
educators,
enrolled,
263
completions,
and
then
we
have
also
a
team
working
on
the
state
standards
to
really
see
how
we
embed
the
social
emotional
competencies
into
our
state
standards.
N
So
one
of
those
I
think
you
heard
some
concerns,
especially
around
the
crisis
teams
in
june,
where
we're
going
to
bring
together
clark,
county
school
district
and
the
division
of
child
and
family
services
to
discuss
a
project.
That's
going
to
come
before
the
ifc
in
august
to
look
at
expanding
the
community
side
of
the
mobile
crisis
teams
to
go
into
clark,
county
school
district
to
really
help
them
open
up
their
schools
again.
N
That
hasn't
been
approved
yet,
but
that's
coming
in
august,
and
we
are
looking
at
the
request-
is
2.4
million
additional
dollars
to
do
that
immediately
to
help
support
ccsd
in
their
in
their
efforts
of
bringing
in
those
crisis
teams
into
the
schools
also
looking
at
to
to
build
the
medicaid
for
free
care
again,
if
the,
if
the
schools
are
implementing
services
which
they
are
that
are
billable,
we
really
want
to
make
sure
we're
not
using
education
dollars
for
that,
and
then
lastly,
really
to
sustain
that
chief
nurse
position
that
nde,
so
that
we
have
that
increased
communication
and
efficiencies
that
we
gain
during
the
pandemic.
N
N
As
you
can
see,
over
four
year
period,
147
million
dollars
could
be
recouped
based
upon
some
initial
allocations
on
the
nevada
medicaid.
If
you
look
at
clark
county
school
district,
49
million
dollars,
this
is
really
important
when
we
want
to
step
the
districts,
help
them
support
the
what
they've
done
with
the
recovery
dollars
and
to
make
sure
we
sustain
the
mental
health
services
that
they've
put
in
place
using
those
recovery
dollars.
So
we
need
to
work
very
quickly
an
amount
of
two
years
to
get
this
up
and
going
so.
N
M
Thank
you
senator
my
my
questions
generally,
and
I
know
we're
still
in
the
same
agenda
item,
but
it
seems
the
districts
have
left
are
always
around
when
I,
during
these
meetings,
what
is
said
is
happening
and
then
the
reality
of
what
we
actually
see
in
the
schools
actually
happening
or
not
happening.
M
So
that's
that
continues
to
be
a
challenge,
because,
although
I
am
glad
to
hear
that
washoe
is
actually
implementing
handle
with
care,
that's
good
news,
but
you
mentioned
around
when
it
came
to
the
actual
sizes,
for
our
supports
for
our
students,
be
it
social
workers,
counselors,
nurses
and
so
on.
That
one
of
the
requ
and
and
with
class
size
ratios
that
one
of
the
requirements
from
past
legislation
is
that
the
school
districts,
the
two
largest,
were
supposed
to
submit
plans
on
how
they
would
try
to
get
within
those
recommendations.
M
And
so
my
first
question
is:
did
nde
receive
those
and
if
you
did,
where
are
those
available
for
us
to
review
and
also
there
was
also
even
previous
legislation
where
the
nevada
board
of
education
had
the
ability,
instead
of
as
the
term
that
was
used
at
the
time,
rubber.
Stamping
class
size
waivers
for
those
in
grades
k-3,
I
was
just
wondering:
where
has
the
implementation
around
that
ability
been
exercised
as
well.
O
This
is
deputy
superintendent
todman
for
the
record.
Thank
you
assembly,
member,
just
to
clarify
on
senate
bill
151
in
consultation
with
lcb
staff.
It
was
identified
that
districts
had
to
submit
their
baseline
data
by
february
1
2022,
but
their
first
initial
implementation
plans
will
not
be
due
until
october
1
of
this
year
and
I'll
defer
to
director
mcgill.
For
your
other
part
of
your
question,
thank
you.
N
Yeah
christy
mcgill,
director
of
the
office
of
safe
and
respectful
learning,
could
you
could
you
refrain
the
second
part
of
your
question
again.
I
wrote
it
down,
but
I
wasn't
quite
sure
if
I
completely
understood
the
question.
N
The
first
part,
yes
about
the
reports
and
deputy
superintendent
todd
man
answered
that
what
was
your
second
part
of
the
question.
M
The
second
part
was,
and-
and
I've
caught
dr
mcgill
did
you
say,
refrain
or
rephrase
every
phrase-
I'm
sorry
I'll,
reframe,
okay,
reframe.
Yes,
because
we
know
that
class
size
definitely
impacts.
You
know
safe
learning,
environments
and
the
ability
to
you
know
keep
keep
that
environment
attempt
to
keep
it.
You
know
physically
and
emotionally
safer
for
the
students
back
in
2000.
M
Was
it
17
or
19.
It's
been
a
few
sessions
ago
there
was
the
ability,
under
our
class
size
rules
in
nevada
for
k-3,
where
classes
had
to
if
they
exceeded
those
class
sizes,
they
had
to
get
waivers
that
were
approved
by
approved
by
the
board
of
ed
and
through
that
legislation
that,
instead
of
just
as
the
term
that
was
used
rubber,
stamping
them
that
they
would
also
that
schools
would
have
to
put
in
a
plan
and
a
strategy
around
getting
within
those
recommendations,
and
I
was
just
wondering
if
that's
ever
been
implemented.
O
B
N
Christy
mcgill
for
the
record.
Yes,
currently,
the
mobile
crisis
teams
there's
two
of
them.
There's
the
school-based
crisis
team
in
clark,
county
school
district
that
addresses
the
crisis.
As
you
know,
they
have
been
stretched
incredibly
and
I'll.
Let
them
you
know,
tell
their
own
story
about
that,
as
well
as
the
community
side,
the
mobile
crisis
team
has
also
been
stretched,
and
so
there
have
been
times
when
they've
run
out
of
mobile
crisis
teams,
and
so
this
increase
will
do
two
things:
one.
N
It
will
better
co-locate
the
two
teams,
and
so
really
looking
at
ways
you
know:
can
the
community
mobile
crisis
teams?
What
does
that
look
like
to
co-locate?
What
does
it
look
like
to
really
integrate
and
work?
Well,
together,
they've
been
working
together
as
a
team,
but
we're
looking
at
ways
to
deepen
that
and
then
also
to
actually
increase
the
amount
of
community-based
mobile
crisis
individuals
coming
into
clark,
county
school
district
and
again
this
is
all
draft.
It
hasn't
been
approved.
N
Yet
it's
coming
before
the
committee
in
august,
but
those
are
the
the
current
kind
of
draft
plans.
B
N
Christie
mcgill
for
the
record,
and
it
is
tentatively
for
2.4
million
dollars.
L
A
Thank
you
very
much,
and
we
still
have
also
folks
as
we
go
through
these
questions
on
this
particular
topic.
We
also
have
representatives.
We
still
have
a
representative
from
washoe
here,
as
well
as
the
charter
school
authority.
So
if
we,
if
we
have
any
questions
on
those,
we
can
ask
them
also
with
that
we're
going
to
go
to
the
next
part
of
the
discussion,
which
is,
we
have
miss
jessica,
sheeran
and
president
of
the
nevada
association
for
school
psychologists.
A
Whenever
you're
ready
do
you
have
to
cue
anything
up?
Yes,
yes,
you
can
so
she's
to
cue
up
her
her
presentation.
A
Okay,
I
think
she's
ready
to
go
so
I,
whenever
you
are
ready,
go
ahead.
P
Okay,
perfect,
thank
you
so
much
good
morning.
My
name
is
jessica
sharon.
I
am
the
president
of
the
nevada
association
of
school
psychologists
and
I
am
really
excited
today
to
talk
to
you
about
the
school
mental
health
overview
of
nevada
school
mental
health
is
a
very
nuanced
and
complex
issue
and
there
are
many
things
that
contribute
to
mental
health
and
the
mental
health
crisis
that
we
find
ourselves
in
today.
P
Some
of
those
things
are
class
sizes
that
have
been
discussed
today
and
racial
trauma
that
students
and
communities
have
experienced.
So
I
will
be
giving
a
broad
overview,
but
just
know
that
I
can't
discuss
everything
in
20
to
25
minutes,
but
I'm
happy
to
answer
any
questions
once
we
get
to
the
end.
P
So
there
are
a
couple
of
things
that
I'd
like
to
talk
about
that
contribute
to
nevada's
mental
health
crisis.
We
have
limited
resources
available.
I
have
some
data
here
available
from
mental
health.
America,
based
on
that
most
recent
data
nevada
ranks
at
the
bottom
of
the
list,
51st
for
youth
and
50th
for
adults
when
it
comes
to
high
prevalence
of
mental
illness.
So
a
higher
prevalence
puts
us
better
more
at
the
bottom
of
the
list
and
we
also
rank
very
low
when
it
comes
to
mental
health
supports
available.
P
One
thing
that
also
contributes
to
that
is
workforce
shortages,
so
we
see
high
workforce
shortages
in
our
school-based
mental
health
professionals,
so
currently
nevada
would
need
approximately
820
school
counselors,
740
school
psychologists
and
1400
school
social
workers
to
meet
our
nationally
recommended
ratios,
with
our
numbers
being
that
off
there
are
needs
that
are
going
unmet
just
as
an
example,
school
psychologists,
work
to
identify
disabilities
and
interpret
data
school-wide
school
counselors
work
with
large
and
small
group
counseling
school
social
workers
work
as
home
school
community
liaisons,
and
we
all
all
three
of
us,
the
school
mental
health
professionals
work
with
direct
and
consultative
mental
health
supports.
P
Obviously
our
roles
expand
far
beyond
that,
but
those
are
just
some
examples
of
things
that
have
to
either
be
done
on
our
own
personal
time
or
have
are
not
being
done
for
every
student.
P
I
also
wanted
to
include
that
community-based
mental
health
shortages
affect
us
as
well.
The
national
average
is
to
have
30
psychologists
and
about
15
psychiatrists
for
every
100
000
residents.
Currently,
nevada
has
approximately
14
psychologists
and
nine
psychiatrists
for
every
one
hundred
thousand
residents
so
again,
needs
are
not
being
met
in
schools
and
needs
are
not
being
met
in
the
community
because
of
these
workforce
shortages.
P
I
mentioned
that
we
are
significantly
far
away
from
meeting
our
recommended
ratios,
but
how
does
this
affect
students
and
families?
As
of
2017
14
of
youth
have
experienced
a
mental
illness
of
some
kind
of
those
about?
64
percent
did
not
receive
any
treatment
of
youth
who
did
receive
treatment
about
75
percent
accessed
those
supports
in
schools.
P
So,
if
we
think
about
this
in
an
average
class
of
30
students,
at
least
three
students
will
have
a
mental
illness
of
those
three
two
of
them
will
not
receive
treatment
and
the
one
who
does
receive
treatment
will
likely
expect
the
school
to
support
them
in
receiving
that
treatment.
So
that
means
there
is
a
significant
amount
of
students
in
every
school
that
is
not
receiving
the
supports
that
they
need.
P
P
All
of
this
culminates
to
increased
behavioral
concerns,
increased
levels
of
challenging
feelings
and
increases
in
school
and
student
and
educator
absences.
So
I'd
like
to
mention
a
mental
health
adage
that
has
become
popular
over
the
past
several
years.
You
can't
pour
from
an
empty
cup,
and,
let
me
tell
you,
our
cups
are
empty.
P
We
are
asking
educators
to
pour
from
empty
cups,
we're
asking
students
to
pour
from
empty
cups
and
throughout
the
school
year
I
have
observed
some
very
challenging
emotions
for
students
and
staff,
just
as
an
example.
This
year
alone,
I
have
had
to
do
more
suicide
interventions
than
I
typically
do
for
elementary
age.
Students
related
to
state
testing
students
feel
so
overwhelmed
by
the
weight
of
this
test
that
they
feel
that
maybe
suicidal
ideation
as
their
only
way
out,
because
our
staff
is
spread
so
thin.
P
I
know
the
presenters
before
me
have
talked
a
lot
about
responses
across
the
state,
but
I'd
like
to
speak
a
little
bit
about
my
experience.
As
a
school-based
mental
health
professional
and
how
I
see
these
different
resources
affecting
students
and
educators,
so
our
community
resources
are
critical,
like
I've
mentioned
several
times
so
far.
School-Based
mental
health
professionals
can't
do
this
alone,
but
often
I
find
that
community
resources
offer
very
specific
supports
to
communities
and
may
not
offer
global
mental
health
resources.
P
P
There
are
various
grant
funded
programs
across
the
district
and
across
the
state.
These
provide
amazing
opportunities
of
cutting-edge
programs
to
be
implemented
at
schools,
but
eventually
those
grants
run
out
and
if
the
school
or
the
district
can't
allocate
funds
to
continue
paying
for
them,
they
may
lose
the
progress
that
they've
made.
I
also
find
that
grant
funded
programs
aren't
necessarily
aren't
necessarily
equitable.
Why
should
a
school
that
in
henderson
that
has
a
specific
grant?
P
Connections
between
school
and
community
providers
are
also
really
essential.
Dr
jarrar
spoke
to
kara
solis
and
it's
a
resource
that
I've
relied
really
heavily
on.
I've
had
educators
come
to
me
and
students
and
families
as
well.
Ask
for
referrals
to
community
resources.
P
That's
been
an
amazing
middleman
for
lack
of
a
better
term
to
connect
people
to
the
resources
that
they
need
in
the
community.
However,
this
resource
has
no
control
of
availability.
They
can
make
the
connection,
but
they
have
no
control
over
how
long
the
waiting
list
is
so
it's
a
nice
start.
I
should
say:
there's
also
an
opportunity
to
bring
remote
providers
to
the
schools.
For
example,
I
know
some
of
my
schools
are
utilizing
hazel
health.
This
has
been
a
really
great
short-term
solution.
P
P
I'd
also
like
to
talk
about
some
possible
causes
for
workforce
shortages.
We
are
short
thousands
of
people
and
there
is
no
pool
out
there
of
school
mental
health
professionals
just
waiting
for
a
job.
We
know
that
we
have
the
choice
we
can
go
wherever
we
want,
because
there's
a
shortage
just
about
everywhere.
P
We
have
a
hard
time
in
the
state
of
nevada
across
all
districts
in
rural
districts.
They
may
be
able
to
offer
more
competitive
pay,
but
there's
high
turnover
and
they
rely
really
heavily
on
contractors.
From
what
I've
heard
from
my
colleagues
in
urban
districts,
our
pay
is
less
competitive,
which
also
leads
to
high
turnover
in
clark
alone.
I
know
we
frequently
lose
professionals
to
neighboring
states
and
districts,
because
they're
able
to
give
their
answers
about
hiring
faster
and
they're
able
to
offer
more
competitive
pay.
P
Both
urban
and
rural
districts
have
a
similar
problem.
The
supply
of
mental
health
professionals
does
not
match
the
need
of
mental
health
supports.
Also.
I
just
want
to
mention
that
for
school
psychologists,
that's
who
I
can
speak
the
most
to,
because
that's
who
I
represent
the
current
soul
training
program
in
the
state
at
the
university
of
nevada,
las
vegas,
produces
approximately
12
graduates
annually,
of
which
about
four
enter
the
workforce
in
nevada.
P
With
these
retention
rates,
a
recent
nevada
graduates,
it
is
unlikely
that
we
will
ever
close
our
gap,
so
we
need
to
do
something
different
and
as
a
school
psychologist,
I
don't
want
to
talk
about
problems
without
talking
about
possible
solutions.
P
One
of
the
things
that
I
really
think
we
need
to
do
is
fund
and
invest
in
pipeline
development
and
higher
education
training
programs
for
school
psychologists.
We
can't
rely
on
one
program
to
close
a
gap
of
700
professionals
in
a
time
that
will
address
our
mental
health
crisis,
and
I
also
just
want
to
address
that
with
so
much
of
our
state
being
rural
and
our
universities
being
solely
in
our
more
urban
areas.
We
need
to
expand
access
for
rural
communities
to
access
higher
education.
P
I
also
think
that
it's
really
important
that
we
invest
in
evidence-based
mental
health
and
wellness
programming.
A
major
piece
of
our
mental
health
crisis
is
that
we
are
missing
prevention.
We've
talked
a
lot
today
about
crisis
response,
which
is
critical,
but
we
all
we
really
need
to
start
thinking
about
prevention,
because
we'll
also
never
catch
up
with
our
crisis.
F
Thank
you
chair
and
thank
you
for
this
presentation
and
I
really
do
appreciate
it.
One
thing
your
last
slide
excuse
me
indicated
possible
solutions.
My
question
actually
has
to
do
with
and
when
you
mention
evidence-based
mental
health
issues,
how
do
we
know
about
those
issues
unless
we
do
a
study
to
find
out
if
there
is
a
possible
solution?
F
What
is
the
linkage
and
for
mental
health
crises
in
our
schools?
You
know
I
I
you
know
to
have
that
evidence
in
front
of
you
that
data
in
front
of
you
would
help
a
lot,
and
you
know
I
I
haven't
heard
anyone
ask
for
funding
for
a
study.
P
Jessica
sharon
for
the
record,
I
think
that's
a
really
great
question
and
a
really
great
point,
and
I
know
there
are
different.
What's
the
word,
I'm
looking
for
like
there's,
catalogs
of
evidence-based
therapies
and
evidence-based
practices
for
supporting
mental
health
and
social
emotional
learning,
but
I
think
it
is
really
important
to
invest
in
research
in
our
state
too.
That's
something
that
we
should
be
focusing
on
is
what
works
for
nevada,
what
works
for
our
students
and
while
evidence-based,
can
equate
to
research-based.
P
It
could
just
mean
what
works
for
our
students,
and
I
do
think
that's
really
important
a
really
important
piece
as
well.
I
don't
necessarily
have
an
answer
or
solution
for
how
to
solve
that,
but
I
agree.
F
Well,
thank
you
so
much
for
agreeing,
but
just
to
you
know,
put
a
star
next
to
that.
Not
only
should
we
be
looking
for
evidence-based
mental
health
solutions,
but
also
you
know
to
define
it.
Are
we
looking
at
different
communities?
What
are
what
are
the
issues
that
affect
our
children
affect
our
staff?
F
M
M
Thank
you
so
much
very
accurate
with
that,
and
I
also
appreciate
the
way
that
you
started
at
stats
from
2017,
because
we
know
that
covet
gets
blamed
for
a
lot
of
things
that
have
been
existing
here
for
quite
a
while
coven
may
have
on
uncovered
and
exasperated
some
things,
but
we
know
when
it
came
to
class
sizes
over
testing
racial
and
bullying.
Again,
I
appreciate
you
acknowledging
those
issues
as
well
as
well
as
suicidal
ideologies
and
attempts
with
our
our
youth
and
even
our
adults
here
in
nevada.
I
appreciate
that
again.
M
So
my
question
with
that
is
because,
as
you
acknowledge
from
the
mental
health
professional
side,
the
impact
that
this
has
and
we
have
educators
all
different
forms
of
educators
in
the
school
buildings
that
have
been,
you
know
trying
to
basically
scream
forever
that
there
is
no
academic
success
or
progress
without
dealing
with
the
mental
health
and
the
behavioral
side
of
students.
M
M
How
much
of
a
factor
do
you
think
this
is
because
we
know
that
nevada
often
gets
blamed
for
o
being
you
know,
50th
out
of
50
or
49th
out
of
50
and
of
course,
there's
so
many
different
categories
that
states
are
evaluated
with
on
on
some
of
those,
but
even
looking
at
our
our
mental
health
when
you're
talking
about
the
ratios,
we
should
even
have
in
our
state.
How
much
of
that
do
you
contribute
to
where,
especially
it's
alarming,
when
you
mentioned
about
suicidal
ideation,
among
elementary
students
because
of
testing?
P
Sorry,
thank
you,
I'm
jessica
sharon.
I
I
think,
with
mental
illness
and
with
mental
health
crises,
it
can
often
be
difficult
to
link
causation.
So,
like
you
said
it,
we
can't
link
any
growth
necessarily
to
the
pandemic.
P
I
think
observationally
we
can
see
that
it
seems,
like
things
are
getting
a
little
bit
worse,
but,
like
assemblywoman
thomas
mentioned,
we
don't
have
research
to
back
that,
and
even
with
my
observations
about
student
students
in
elementary
school
expressing
suicidal
ideation
around
testing
time,
I
can't
say
that
it
was
the
test
that
caused
that
ideation,
but
there
may
be
underlying
issues
and
the
stress
of
the
test
could
have
correlated
with
heightened.
P
Feel
free
to
jump
in
and
tell
me
if
there's
anything
else,
you'd
like
me
to
add
I
kind
of
lost
track
of
it.
Sorry.
M
M
The
other
part
of
the
question
was:
let
me
phrase
it
this
way
if
we
are
able
to
improve
our
ability
to
address
these
issues
because
again
we
know
that
sometimes
in
these
discussions
it
makes
it
sound
sound
like
mental
health,
the
the
cause
of
it
happens
in
the
school
so
and
we
know
that
it
doesn't
it's
just
the
school's,
the
number
one
responder
for
most
students
and
families,
and
so
if
these
needs
were
addressed,
do
you
see
a
correlation
between
because
educators
know
when,
when
students
are
acting
out
their
behavior,
whether
it's
disruptive
or
violent
or
internal,
because
mental
health
crises
can
also
just
be
in
you
know,
exhibited
internally
where
it
doesn't
affect
anyone
else
that
all
of
those
all
of
those
impact,
the
academic
environment
for
themselves
and
for
others?
P
Jessica
check
it
jessica
sharon.
Yes,
I
100
agree
with
that
and
I
also
have
supported
in
the
past
teachers
with
classroom
management
and
that's
the
first
thing
I
tell
teachers
is
students
won't
learn
if
they're
behaving
out
of
control
if
they
have
challenging
feelings,
if
they're
not
paying
attention,
they're,
not
learning,
and
if
a
student
is
experiencing
trauma,
they're,
distracted
and
they're,
not
learning
student
is
depressed.
P
If
a
student
is
anxious,
they're,
not
learning,
and
so,
if
we
can
support
them
and
at
least
get
them
coping
strategies
throughout
the
day
of
how
to
advocate
for
themselves,
how
to
support
how
to
address
that
we'll
see,
I
believe,
we'll
see
an
increase
in
academic
success
as
well,
and
I'm
always
a
huge
advocate
that
school
isn't
just
for
academic
learning.
It's
also
for
learning
how
to
treat
each
other,
how
to
behave,
how
to
interact
in
a
productive
society.
M
We
also
it
was
a
bill
that
came
out
of
interim
from
last
year
and
and
the
bill
was
a
committee
bill
that
was
passed
and
the
bill
was
actually
an
inventory
of
all
the
testing
that
was
being
done
in
the
state.
That
nde
was
supposed
to
do
an
evaluation
and
then
put
some
parameters
around
the
schools
requiring
additional
testing,
in
addition
to
state
and
federal
requirements,
and
so
I
was
just
wondering
if
either
nde
or
lcb
wanted
to
respond
to.
When
was
the
date
that
we
would
get
an
update
on
that
process.
O
This
is
deputy
superintendent
todd
man.
The
department
has
convened
a
working
group
to
carry
out
the
expectations
of
senate
bill
353
and
it
this
is
not
under
my
division,
but
I
do
believe
we
owe
you
recommendations
in
february
of
next
year
so
during
the
session,
but
I
will
confirm
that
and
circle
back.
If
I'm
incorrect.
A
Okay,
all
right,
I'm
not
seeing
our
folks
on
assume
that
they
have
any
questions.
Okay,
thank
you
very
much,
so
I
believe,
unless
there's
any
other
questions
that
we
missed
on
any
other.
As
part
of
this
presentation,
I
believe
that
concludes
item
number
four
discussion
concerning
health
and
well-being
of
people,
pupils
and
school
personnel.
A
Our
next
item
is
going
to
be
item
number
five
before
we
get
to
that,
I'm
going
to
take
a
five-minute
break.
So
let's
see
what
time
is
it
yeah?
So
we're
gonna
start
at
right
now
it's
10
45
o'clock's
a
little
different
than
my
watch,
we're
going
to
start
at
in
five
minutes,
which
would
be
10
minutes
till
so
10
50.,
so
we'll
be
on
recess
for
five
minutes.
A
Okay,
we're
gonna
get
back
we're
back
on
the
record.
We
are
now
gonna,
go
to
agenda.
Item
number
five,
the
next
one.
So
far,
we've
been
keeping
in
order,
but
after
this
we're
going
to
start
switching
around,
we
are
going
to
have
a
presentation
on
the
discussion
on
restorative
justice
and
pupil
discipline
issues.
A
I
know
this
has
been
a
big
issue
that
we've
talked
a
lot
about
this
year,
especially
coming
out
of
the
pandemic,
but
one
that
we've
been
talking
about
for
for
a
while,
and
we
are
going
to
have
a
presentation
from
christy
mcgill
director
of
office
for
safe
and
respectful
learning,
whom
we
just
heard.
What
from
on
the
previous
one
after
that
we've
got.
A
N
Good
morning,
director
of
the
office
of
state
safe
and
respectful
learning
environments,
christy
mcgill
and
just
a
quick
note,
I
had
one
presentation
I
had
to
separate
into
three,
and
so
I
really
get
into
the
discipline
piece
at
the
next
presentation,
so
just
to
make
sure
that
we
keep
expectations.
N
What
I'm
going
to
quickly
cover
today
is
what
restorative
justice
is
and
is
not
the
highlights
of
restorative
justice
practices
and
implementations
and
the
key
role
multi-tiered
systems
of
support
plays
in
the
implementation
of
restorative
practices
and
then
also
a
very
quick
overview
of
some
of
the
student
outcomes
of
schools
that
are
implementing
the
multi-tiered
systems
of
supports
so
really
quickly.
Just
so,
we
can
norm
on
what
is
the
definition
of
restorative
justice.
N
N
So
couple
things
of
what
restorative
practices
is
not
restorative
justice
or
practices
does
not
prevent
educators
from
defending
themselves
or
protecting
students.
In
the
case
of
a
violent
attack,
it
does
not
prevent
educators
and
administrators
from
suspending
or
expelling
students
or
enacting
other
disciplinary
measures
as
necessary.
N
Restorative
justice
practices
do
not
leave
students
to
their
own
devices,
nor
remove
any
accountability
for
their
actions
and
just
some
quick
highlights
of
the
restorative
practices
implementation.
So,
of
course,
this
was
has
been
in
our
legislation
for
the
past
two
sessions
and
just
a
quick
note
about
implementation.
N
This
is
a
pretty
even
though
it's
it's
not
new,
it
looks
it
can
look
like
different
practices
in
each
one
of
our
schools.
So
it's
behavior
change
and
when
you're
really
looking
at
complicated
or
behavior
change
in
adults,
it
takes
anywhere
from
two
to
five
years
for
initiative
like
this
to
really
start
to
take
hold.
N
With
that
in
mind,
we
did
look
at
how
do
we
get
resources
and
trainings
to
the
field
as
quickly
as
possible
in
the
middle
of
the
pandemic,
so
we
kind
of
went
with
a
no
wrong
door
approach
to
training
what
we
wanted
to
ensure
that
there
was
money
from
the
from
our
esser
funds
to
support
districts
with
their
own
training.
N
So
that
was
one
way
and
then
we,
as
the
state
also
wanted
to
bring
in
national
trainers
to
offer
training
of
trainers
so
that
we
increase
the
capacity
of
our
districts
to
train
their
own
people.
So
that's
kind
of
where
we
are
now
we
by
july,
2022
nevada
will
have
a
statewide
cadre
of
approximately
30
trainers
who
can
offer
international
institute
for
restorative
practices
for
education
training.
We
hope
they
then
turn
around
and
start
training
the
people
in
their
schools.
N
So
if
you
want
to
take
a
look
at
what
really
mtss
looks
at
it
looks
at
how
do
we
use
data
to
make
decisions
using
that
data
to
make
and
then
teaming
with
people,
to
make
those
decisions,
systematic
implementation
and
progress
monitoring?
So
when
you're
rolling
something
out
like
restorative
practices,
is
it
working?
What
are
the
data
we
want
to
make
sure
we
collect
to
make
sure
it's
working
and
if
it's
not,
we
can
kind,
of
course
correct.
We
also
look
at
that
tiered
continuum
of
supports.
N
Restorative
practices
is
not
a
silver
bullet,
so
it
really
needs
to
be
paired
with
the
appropriate
mental
health
supports.
So
when
we
talk
about
some
of
the
school
safety
issues
that
are
happening
in
our
schools
right
now,
it
really
is
an
ecosystem
of
things
that
are
occurring,
for
example,
not
enough
adult.
We
heard
this
morning
not
enough
adults
in
our
building,
not
enough
mental
health
resources
paired
with
you
know,
students
coming
back
and
not
having
access
to
resources
during
the
pandemic.
N
We
also
look
at
regular
screening,
so
clark,
county
school
district
did
a
wonderful
job.
Talking
about
the
importance
of
screening,
our
students
to
make
sure
that
we
get
to
make
sure
of
early
intervention
that
we're
interviewing
that
we're
intervening
sooner
than
later
before,
problems
come
up
and
we
have
discipline
issues
and
then
also
looked
at
evidence-based
interventions.
When
students
and
staff
do
have
problems,
we
have
ways
to
meet
and
address
those
problems.
N
So
dr
lamarca
went
through
this.
I'm
not
going
to
go
through
this
again,
but
here
it's
just
for
you
at
your
powerpoint.
If
you
want
to
make
sure
you
review
it
and
then
also
to
look
at
who
is
implementing
mtss
implementation
right
now,
so
over
10
districts,
149
schools,
and
that
is
low,
because
that
number
really
looks
at
fidelity.
N
What
schools
are
implementing
mtss
with
fidelity?
You
could
have
schools
implementing
mtss
that
are
still
getting
good
outcomes
that
may
not
be
reaching
full
fidelity,
99,
000
students
and
41
trainings.
We
work
with
the
university
of
nevada
to
provide
training
and
coaching
and
assistance
around
mtss
and
the
implementation
of
restorative
practices.
N
So
here's
just
an
example
of
the
training
and
why
it
takes
time
to
roll
out
systems
like
mtss
and
restorative
practices,
because
you
really
need
to
look
at.
You
know
that
training
one
series
making
sure
schools
feel
confident
of
looking
at
their
data,
so
they're
making
decisions
of
what
best
meet
their
school
needs,
because
restorative
practices
really
has
a
whole
lot
of
tier
one
work
and
so
engaging
into
the
community
of
the
school
and
the
community.
N
The
schools
live
and
work
in
to
make
sure
that
they're
meeting
the
needs
of
their
students
and
then,
if
you
look
at
for
tier
two
again
targeted
interventions
tier
three
and
then
there's
coaching
series,
so
you
can
see
that
this
is
a
multi-year
approach
and
it
takes
time
so
schools
that
have
taken
the
time
and
have
rolled
these
initiatives
out.
We
are
seeing
some
positive
school
impacts
here.
So
here's
just
some
process
that
schools
that
are
doing
mtss
are
measuring
outcomes,
so
90
percent
of
schools
are
looking
at,
are
their
implementation
working.
N
As
you
can
see
here
that
schools
that
have
high
fidelity
and
mtss-
and
this
is
one
of
the
roles
that
our
state
technical
assistance
center
in
unr-
plays
that
they
can
help
schools
evaluate
whether
or
not
they're
having
positive
student
outcomes.
So
you
can
see
here
that
in
attendance
rates
and
chronic
absenteeism
rates,
even
though
they
went
up
or
down
in
the
in
coveted
years,
schools
that
were
implementing
with
fidelity
had
less
of
a
fall
and
less
issues
to
work
and
to
deal
with
same
things
with
disciplinary
incidences.
N
So
again,
some
of
the
next
steps
is
that
acknowledging
that
complex
initiatives
like
this
take
time
and
so
that
we
need
to
make
sure
that
we
have
the
resources
that
districts
need
to
roll
something
out
like
this
successfully
and
to
make
sure
that
these
strategies
meet
the
needs
of
their
varied
schools,
continue
to
address
the
misconceptions
of
restorative
practices
that
they
solely
relate
to
school
discipline.
They
really
relate
to
the
relationships
built.
M
Thank
you,
chair
dennis,
and
thank
you
for
this
presentation,
especially
for
starting
off
with
clarifying
the
misconceptions
of
what
restorative
justice
and
practices
are.
Hopefully,
the
the
more
communication
and
discussion
we
have
around
it.
People
will
have
a
better
eyes
under
understanding
of
what
it
actually
is
and
and
what
it
isn't.
My
questions
go
to
the
actual
data
that
is
provided
on
pages.
M
What
is
this
11
through
13
and
when
we're
dealing
with
such
imperative
issues
like
attendance,
violence
toward
staff,
bullying,
weapons,
violence
toward
other
students
in
these
statistics,
and
if
you
could
just
give
a
more
accurate
view
of
what
the
statistics
are,
because
it
goes
through
two
of
these
years
we
see
with
2019
2020
the
students,
the
the
buildings
themselves
shut
down
march
13
2020..
M
Until
I
know
in
different
districts,
it
was
different
dates
between
the
17,
different
school
districts
and,
of
course,
as
well
with
the
charter
schools,
but
predominantly
where
the
majority
of
students
in
the
state
are
which
is
clark,
county
schools
they
did
not
by
in
they
had
the
ability
or
choice
to
enter
the
buildings
physically
again
in
march
of
2021,
and
at
that
point
it
was
not
full
capacity,
so
we
haven't
actually
seen
all
17
and
18
if
we
count
the
charter
schools
all
of
our
school
buildings
at
full
capacity
until
starting
this
year
again
with
this
new
school
year,
2021
2022.
M
So
with
the
data
with
with,
can
you
I?
I
guess
I
just
have
concerns,
because
the
data
is
not
accurate
and
especially,
you
know
we're
talking
about.
You
know
all
of
these
acts
that
are
happening
that
happen
directly
in
school,
but
yet
with
students
not
being
physically
in
school,
for
the
majority
of
students
for
literally
a
calendar
year,
how
that
actually
impedes
the
data?
M
And
I'm
looking
forward
to,
I
shouldn't
say
I'm
looking
forward
to,
but
knowing
that
2020
2021
2022
school
year
will
be
more
accurate
of
what
we
actually
see
and
also
including,
because
I
know
that
will
also
include
the
first
time
that
we
also
see
the
racial
bullying
stats
according
to
371..
So
could
you
just
speak
a
little
bit
more
and
give
us
a
better
idea
of
what
this
data
would
be
or
or
why
we're?
Just
using
these
years,
when
students
weren't
completely
in
the
buildings.
N
And
you
said
it
perfectly
the
problems
with
the
data
you
I
couldn't
have
said
it
better
and
I
probably
should
have
started
out
with
that
that,
with
the
pandemic,
we
have
major
issues
with
our
data
right.
N
So
I
think
you
brought
out
all
the
challenges
very
clearly
and
well
here's
some
of
the
opportunities
to
learn
you're,
absolutely
right.
I
too
am
looking
forward
to
this
year's
data
coming
in
so
we'll
be
able
to
have
that,
for
you,
the
schools
help
us
bring
that
together
and
I
believe
it's
after
september,
so
we'll
be
able
to
bring
that
to
you
and
show
it
to
you
as
soon
as
we
get
it.
N
So
that's
why
you
see
it
start
in
those
years,
but
I
too
am
really
looking
forward
to
seeing
the
what
things
look
like
in
the
pandemic
compared
to
what
things
and
before
the
pandemic
during
the
pandemic
and
then
coming
out
of
the
pandemic,
so
we'll
be
able
to
have
that
data
for
you
more
completely
in
the
next
couple
of
months
as
it
starts
to
roll
in
same
issue
with
our
climate,
I'm
going
to
go
into
our
climate
data.
At
the
next
presentation,
you
hit
the
nail
right
on
the
head.
N
We
have
the
same
issue
with
our
climate
data
and
really
looking
forward
to
kind
of
seeing-
and
you
know
in
some
ways
we
have
the
opportunity
to
look
at
the
differences
and
those
variables
of
the
data
within
those
years.
So
thank
you
for
the
question
and
yes,
we're
all
kind
of
anxiously
waiting
to
see
what
it
looks
like.
A
Not
hearing
anybody
ask
any
other
questions.
Okay,
so
I
think
we're
gonna
go
to
the
next
part
of
this
presentation,
which
is.
J
For
the
record,
this
is
cj
anderson
from
elko
county
school
district.
If
it's
all
right
with
you,
I'm
actually
gonna
have
paula
marka
do
his
presentation.
First,
he
has
an
actual
powerpoint.
Mine
is
more
of
a
narrative.
L
Chairman
dennis
members
of
the
committee
again
for
the
record,
paula
market
chief
strategies,
officer
washington,
county
school
district,
and
thank
you
for
the
opportunity,
we're
going
to
talk
a
little
bit
about
school
discipline
practices,
and
I
would
like
to
start
by
just
sort
of
saying
where
I
want
to
end.
I
feel
as
a
as
an
educator
that
there's
sort
of
a
false
narrative
out
there,
that
we
have
replaced
exclusionary
practices
or
traditional
disciplinary
practices
with
restorative
practices.
L
These
are
not
opposites,
they
can
work
together.
They
do
work
together,
they
should
work
together
and
hopefully
I
can
help
explain
that
a
little
bit.
I
also
want
to
I'll
culminate
my
remarks
with
a
couple
of
suggestions
regarding
legislation.
We
do
think
that
there
is
some
well-meaning
legislation
that
has
had
some
unintended
impacts,
including
creating
a
sense
of
a
lack
of
safety,
and
I
think
that
is
sort
of
fueling
this
this
false
narrative,
the
way
I'll
put
it
so
in
the
washer
county
school
district.
L
Keep
students
keeping
students
engaged
through
relevant
and
differentiated
practice
is
absolutely
critical.
Still
at
times,
kids
will
behave
in
ways:
that's
disruptive
to
the
learning
environment,
affecting
either
their
own
learning
and
or
the
learning
of
other
kids
in
the
classroom,
and
when
that
occurs,
we
very
definitely
have
to
hold
them
accountable
for
that
behavior.
L
L
What
I've
provided?
I
do
have
a
presentation.
I
hope
you
are
seeing
that,
if
not,
I
think
you
have
it
in
paper
format
in
front
of
you,
so
we
do
have
a
restorative
discipline
plan.
That's
been
approved
by
the
state
required
by
the
state
and
approved
by
the
state,
and
I've
we've
just
included
a
couple
of
excerpts
from
what
we
call
our
behavioral
matrix.
L
I've
only
used
two
examples
here:
we
probably
list
about
30
to
40
of
these
in
our
matrix
and
I've
included
physical
fighting
and
threats
to
students
and
staff.
What
I
want
to
just
share
is
that,
within
this
you
will
see
that
we
recommend
both
restorative
practices,
as
well
as
exclusionary
practices
when
that's
necessary.
L
L
When
we
talk
about
exclusionary
practices,
I'm
going
to
briefly
mention
three
that
are
regularly
used
in
in
in
remedying
problems
within
the
school
environment,
we
have
in-school
suspensions.
These
are
often
applied.
There's
legislation
allowing
teachers
to
temporarily
remove
students-
and
this
occurs
quite
often-
and
it
occurs
when
there's
repetitive
disruptions
within
the
classroom
environment
that
are
affecting
all
students.
These
are
tend
to
be
very
short
term
out
of
the
classroom
in
school
suspensions.
L
We
have
out
of
school
suspensions
that
are
usually
in
the
range
of
about
one
to
five
days.
These
are
when
there's
an
acute
need
for
safety.
So
if
there's
a
physical
fight,
where
there's
there's
a
injury
between
a
couple
of
students,
there
is
often
a
very
important
need
to
keep
separation
until
we
can
sort
of
restore
peace.
We
also
have
what
are
called
interim
educational
alternative
setting
settings,
and
these
are
placements.
These
are
longer
term
suspensions.
L
These
are
the
suspensions
that
now
you
define
in
legislation
as
ranging
up
to
90
days
and
then
also
expulsions,
which
can
range
up
to
180
days.
For
these,
all
students
can
return
back
to
their
traditional
buildings,
at
least
within
our
district,
and
we
use
those
for
for
real
major
events
that
are
kind
of
colloquially
defined
as
the
big
three
major
events,
and
also
habitual
discipline,
problems
and
sometimes
threats
to
safety,
the
big
three
being
position
of
a
dangerous
weapon
battery
on
staff
or
on
students
and
distribution
of
drugs.
L
L
L
I
want
to
touch
on
just
briefly
some
restorative
practices,
and
I
want
to
mention-
and
I
think
that
that
dr
mcgill
talked
about
this
restorative
practices
were
looking
at
them
sort
of
as
a
as
a
reaction
to
disciplinary
problems,
but
they're
also
just
as
important.
In
fact,
more
important
to
building
community,
so
things
such
as
morning
circles,
social
emotional
learning
strategies,
the
use
of
positive
behavioral
intervention
services
trauma
informed
practices.
These
are
all
practices
that
that
basically
build
a
community.
You
see
things
like
discipline
at
the
door,
informal
and
formal
conferencing.
L
These
are
more
of
the
kind
of
what
you
might
call
a
tier
two,
a
response
to
a
negative
behavior.
That's
attempting
to
restore
order,
and
then
these
last
bullets,
district
intervention,
assistance,
team
transition
supports
step
down
programming.
So
these
are
sort
of
systems
level.
Restorative
practices,
where
there
is
a
problem,
there's
disruptive
behavior.
We
have
to
problem
solve
to
support
a
student
through
safety
plans
etc,
or
we
transition
them,
for
example,
from
a
detention
center
back
to
a
traditional
school.
L
How
do
we
do
that
to
to
make
sure
that
the
student
is
successful
or
give
them
ever
every
opportunity
to
be
successful,
so
there's
a
host
of
other
practices?
We
could
talk
about.
Finally,
and
I'll
just
make
a
couple
more
comments.
L
So
again,
we
do
believe
that
there's
some
very
well-meaning
legislation.
We
are
supportive
of
restorative
practices,
but
we
do
think
that
there
are
some
aspects
of
that
legislation
that
have
had
some
unintended
consequences
in
two
sessions
ago:
2019
ab168.
L
It
changed
the
big
three,
the
dangerous
weapon,
the
battery
and
distribution
of
drugs
and
prior
to
that
change
for
a
first
offense.
It
was
pretty
much
an
automatic
exclusion
to
an
interim
alternative
educational
setting
and
it
provided
a
superintendent,
an
opportunity
to
make
an
exception
if
there
was
ex
extenuating
circumstances
with
the
change
in
legislation
for
battery
and
for
distribution.
L
That
only
occurs
after
a
second
defense.
We
think
that
that
is
creating
a
sense
of
a
lack
of
safety,
and
if
you
revert
that
superintendents
still
have
the
ability
to
make
exceptions
to
that
alternative
placement
and
alternative
placement
is
not
necessarily
a
bad
thing.
L
L
There
is
a
provision
in
there
that
disallows,
a
student
that
is
living
in
transition
or
homeless,
or
a
student
being
served
through
foster
care
for
being
suspended
for
more
than
a
single
day,
and
we
understand
that
again,
our
philosophy
is
kids
need
to
be
in
front
of
high
quality
teachers
in
order
to
learn.
So
we
want
to
minimize
exclusion.
However,
as
I
stated,
our
short-term
suspensions
one
to
five
days
are
for
purposes
of
safety,
and
so
we
need
to
keep
those
children
safe
as
well.
L
We
think
that
there
are
potential
unintended
consequences.
We
have
every
desire
to
identify
kids
who
are
living
in
transition,
so
they
get
appropriate
services.
These
kinds
of
restrictions
might
create
an
unintended
consequence
where
they
won't
be
identified,
so
I
will
turn
it
over
to
cj
anderson
now
and
I
think
we'll
wait
for
questions
to
after
him.
If
that's
okay
with
the
chair.
J
Wonderful,
thank
you.
This
is
cj
anderson,
senator
dennis
members
of
the
committee.
I
am
the
new
superintendent
in
elko
county
school
district.
I've
been
in
elko
county
for
a
few
years
and
just
recently
april
12th,
I
was
officially
appointed
as
a
superintendent
and
it's
wonderful
to
be
here.
Thank
everyone
for
your
your
dedication
to
our
schools,
and
thank
you
for
your
time
and
listening
to
our
concerns
I,
prior
to
being
the
superintendent.
I
was
a
school
principal
as
well
as
the
school
improvement
director
with
our
district
and
before
that
texas.
J
Throughout
my
you
know,
remarks
I'm
going
to
mention
the
you
know.
Superintendents
have
cited
or
have
reported,
and
that's
because
I
did
you
know
with
the
help
of
some
other
members
of
nas.
We
we
gathered
some
some
kind
of
informal
data
to
share
with
you.
J
Superintendents
are
reporting
that
you
know,
since
we've
returned
from
from
from
covid
removals
or
from
being
out
during
covet
that
they
have
not
only
seen
an
increase
in
disruptive
behaviors,
but
also
an
increase
in
the
seriousness
of
behavior
issues,
especially
among
very
young
children,
after
returning
to
in-person
education
and
some
surmise
that
it's
almost
as
if
they
have
forgotten
what
social
norms
are
expected
in
school
and
in
other
social
settings.
J
At
several
middle
schools,
there
were
reports
of
a
rash
of
students
bringing
knives,
not
necessarily
as
threats,
but
you
know,
potentially
part
of
a
breakdown
in
norms.
Increased
incidence
of
physical
aggression,
sometimes
seemingly
unprovoked
and
school
threats
at
the
secondary
level,
were
mentioned
by
multiple
districts.
J
So
without
going
into
too
much
detail
prior
to
my
arrival
in
nevada,
restorative
practices
were
a
very
significant
part
of
my
role
as
an
administrator
in
texas,
and
I
underwent
you
know
roughly
seven
years
of
training-
lots
not
just
the
training
but
also
the
you
know,
the
the
day-to-day
practice
of
how
to
use
restorative
practices
and-
and
I'm
I'm
happy
to
say
that
I
believe
in
them
wholeheartedly
and
I've
seen
them
be
effective
at
an
individual
administrator
level
as
well
as
a
school
level.
J
We
believe
in
the
power
of
early
intervention,
use
it
utilizing
behavior
plans.
We
recognize
that
students
are
safest
and
in
the
best
place,
when
they're
in
our
schools
with
us,
and
we
don't
take
exclusions
lightly.
We
agree
that
truancy
and
attendance
issues
in
and
of
themselves
do
not
warrant
exclusion.
J
We
also
believe
in
the
support
and
and
the
right
to
to
do,
process
for
students
and
families
when
it
comes
to
cases
of
expulsion.
J
The
principles
and
thoughtful
processes
of
restorative
justice,
I
believe,
are
essential
to
making
sure
we
consider
all
interventions
all
intervention
options
for
students
prior
to
resulting
resorting
to
suspension
or
expulsion
those
again.
In
my
experience,
those
practices
are
most
effectively
carried
out
when
schools
and
districts
are
required
to
examine
their
practices
through
the
usage
of
data
and
are
given
the
tools
to
better
their
practice
and
and
then
in
turn,
are
also
held
accountable
to
answer
for
their
practices
and
describe
changes
that
will
be
made.
J
J
It's
not
a
total
change
away
from
progressive
discipline,
but
rather
an
integration
of
of
accountability
and
restorative
practices
all
again
with,
of
course,
the
the
main
goal
is
to
reduce
recidivism
and
in
intense
student
behaviors,
that
that
cause
unsafe
environments
in
our
schools
and-
and
the
same
has
been
said
by
the
other
districts
that
I
that
I
talked
with
is
that
they
they
have
all
implemented
restorative
practices,
along
with
their
disciplinary
practices.
Most
of
them
did
cite
the
need
for
more
training
and
for
ongoing
training.
J
And
district
report
they've
had
both
positive
and
negative
results
using
those
restorative
practices.
So
some
of
the
challenges
that
we're
seeing
and
and
again
I
want
to
echo
other
things
that
have
been
said
where
we
I
feel
like.
We
all
want
the
same
thing.
We
we
we
support
the
the
sentiment
and
the
the
goals
that
are
trying
to
be
met
when
it
comes
to
restorative
practices.
J
What
what
I,
what
we've
noticed
is
with
the
short
time
frame
of
when
the
the
you
know
bills
were
signed
in
in
19
and
then
became
effective
a
few
weeks
later,
districts
were
just
barely
starting
to
learn.
How,
to
you
know,
even
interpret
those
things
never
mind
put
them
into
practice
across
the
state.
Districts
relied
on
various
legal
interpretations
of
what
ab-168
and
others
require
districts
to
do,
and
that
in
the
end,
results
it
in
the
way
restorative
practices
also
being
varied
from
place
to
place.
J
Something
else
that
districts
cited
was
that
some
behaviors
they
feel
are
naturally
and
logically,
a
much
better
fit
for
restorative
practice
than
others.
It
seems
that,
from
a
day-to-day
standpoint
that
less
impactful
situations,
like
verbal
squabbles
disagreements,
you
know
not
being
a
good
friend
theft,
other
things
that
are
lower
levels.
J
However,
when
it
comes
to
fights
or-
or
you
know,
the
big
three
so
to
speak,
a
lot
of
times
restorative
practices,
you
still
use
restorative,
but
it's
not
the
same
types
of
things
you
would
use
for,
for
a
lower
level
thing
and
and
in
the
end
most
most
districts
agree
that
violence
should
never
be
tolerated
and
that
districts
pulled
the
districts
that
were
pulled
site,
the
need
to
secure
immediate
consequences
for
all
instances
of
violence
and
then,
in
general,
from
a
daily
practice
perspective,
blanket
restrictions
placed
on
schools
or
districts
have
proven
to
lead
to
unintended
and
detrimental
side
effects
to
the
behavior
management
safety,
for
the
entire
school
and
for
the
student
populations.
J
Those
are
all
things
that
can
while
well
intended,
can
lead
to
inconsistent
untimely,
impractical
and
and
other
negative
adjectives
of
of
type
of
implementation
of
practices.
J
I
want
to
reiterate
that
I
wholeheartedly
believe
that
student
age,
disciplinary
history,
disability,
seriousness
of
behavior
safety
risks,
student
circumstances
from
you
know
their
living
circumstances,
usage
of
restorative
practices
and
and
other
factors
are
all
elements
that
have
to
be
considered
by
an
administrator
determining
a
level
of
intervention,
but
the
mandating
or
the
requirement
of
any
of
those
individual
things.
Can
it
essentially
removes
the
professional
judgment
and
the
knowledge
of
an
administrator
of
any
given
situation?
J
J
There
are,
you
know,
other
governing
laws
that
make
sure
we
we
have
to
do
that
to
make
sure
it's
not
a
manifestation
of
that
disability,
so
we
have
talked
among
the
the
other
superintendent
or
some
of
the
other
superintendents
about
this,
and
I
I'm
not
going
to
present
you
with
specific
suggestions
like
exact
wording
or
anything
like
that,
because
I
it's
not
something
I
have
taken
to
a
vote
with
nas
or
anything
like
that,
but
just
from
from
kind
of
a
just
a
suggestion,
standpoint,
very
specific
ones
that
are
frequently
cited
as
as
significant
problems
for
our
school
districts
and
in
effectively
implementing
restorative
practices.
J
Are
the
the
age
restriction
I
wholeheartedly
we
support
washoe
county
and
their.
You
know
what,
in
their
suggestion
about
how
to
handle
the
big
three
so
to
speak,
and
then,
throughout
some
of
the
the
bills
there
is
qualifying
language
which
you
know,
restricts
ability
to
appropriately
apply
consequences,
and
then
I
think,
probably
there's
some
more
defining
the
clarification
of
definitions
of
of
different
types
of
suspension,
how
suspensions
versus
expulsions
are
treated
because
those
are
massively
different
things
from
a
practitioner's
standpoint,
and
we
you
know,
I
thank
you
for
listening
to.
J
A
Thank
you
very
much.
What
questions
do
we
have
for
them.
F
Thank
you
chair,
and
I
just
need
some
clarification
and
thank
you
for
the
presentation.
F
I
do
appreciate
you
going
through
the
understanding
of
restorative
practices,
but
my
question
actually
is
you
know
when
we're
referencing,
the
big
three,
that
is
it
an
understanding
that
the
superintendents
would
like
to
not
include
restorative
practices
when
it
comes
to
a
big
fight,
any
kind
of
violence
that
result
in
battery
that
we
want
to
immediately
go
to
expelling
a
student
or
students
for
egregious
behaviors.
L
Thank
you
for
the
question
to
the
chair
and
and
and
to
assembly
person
thomas
paula
market
for
the
record,
I'll
I'll,
try
and
then
perhaps
mr
anderson
will
want
to
add
some
comments.
So
no
for
a
fight.
L
We
are
certainly
not
recommending
that
we
immediately
go
to
a
placement
at
an
iaes,
so
an
alternative
setting
with
the
big
three.
The
big
three
includes
having
on
campus
a
dangerous
weapon,
battering
a
staff
with
injury
and
distributing
drugs,
meaning
selling
drugs,
not
just
possession
of
drugs
but
selling
drugs.
The
change
so
prior
to
2019
for
those
three
events,
a
student
had
to
be
removed
and
placed
at
an
iaes
superintendents
could
make
an
exception
to
that.
If
there
are
extenuating
circumstances,
we
do
believe
that
we
should
revert
the
language
back
to
that.
L
For
those
three
types
of
events.
I
do
want
to
just
say
one
more
thing.
That
does
not
mean
restorative
practices
wouldn't
also
be
used.
So
when
kids
are
sent
over
to
our
interim
placements,
we
find
out
lots
of
information
about
them.
There
is
typically
lead
up
to
the
event
that
causes
the
removal.
There's
fractured
relationships,
they're
struggling
academically.
L
They
may
have
had
exhibited
other
behavioral
issues,
so
there
is
very
definitely
a
need
to
provide
restorative
strategies
to
strengthen
their
ability
to
cope
to
repair
relationships
because
they
are
going
to
return
to
that
campus,
and
so
that's
one
of
the
points.
The
points
is
that
some
of
these
traditional
measures
can
work
very
well
with
restorative
measures.
J
Hi
superintendent,
anderson
for
the
record
yeah,
just
my
thought
on
your
question-
is,
I
think,
my
my
point
and
what
I'm
trying
to
share
about
as
the
severity
or
the
seriousness
of
behaviors
increases.
I
think
that
includes
the
need
for
more
judgment
and
and
awareness
of
the
scenario.
What
happens
again
from
my
experience
is
with
when
you
have
certain
things
that
take
place
due
to
legislation
or
do
due
to
anything
else
that
essentially
restrict
or
or
tie
someone's
hands
in
regards
to
timelines
and
how
they
address
the
situation.
F
Right,
thank
you
for
that
clarification
and
I
do
appreciate
it.
I'm
just
worried
about
checks
and
balances.
You
know
that's
a
big
concern
that
I
have
thank
you.
A
Thank
you,
I
believe
I'm
going
to
go
up
north
and
then
I'll
come
back,
because
I
think
some
women
hansen
has
a
question
up
in
carson.
B
Thank
you
chair.
Yes,
they
do
and
thank
you,
gentlemen,
for
being
here,
superintendent
anderson.
When
you
mentioned
you
had
some
experience
with
the
texas
model
of
restorative
justice.
Right
did
they
did
they
have
more
of
a
shall.
I
mean
a
may
than
a
shall
approach
to
some
of
this,
rather
than
a
mandate,
specifically
kind
of
one
size
fits
all.
J
Yeah
superintendent,
anderson
for
the
record,
chair
dennis
and
assemblywoman
hanson,
I
so
just
to
be
perfectly
clear.
So
when
I
was
in
texas
I
was
you
know
largely
my
experience
comes
as
a
vice
principal
or
assistant
principal
as
we
called
them
there,
and
I
I'm
not
a
you
know
at
that
point.
I
wasn't
in
the
nitty-gritty
of
legislation.
I
was
managing
students
and
and
discipline
and
that
sort
of
thing
out
of
campus,
but
my
experience
of
how
it
was
implemented
at
our
district
and
just
for
some
frame
of
reference.
J
My
district
had
roughly
130
000
students.
It
was
fairly
large
and-
and
I
was
at
large
campuses-
and
I
I
don't
recall
very
many
shalls
being
part
of
any
of
this
at
all.
The
only
shell
that
absolutely
took
place
and
took
place
on
a
very
regular
basis
was
the
analysis
of
data
at
both
a
campus
level
and
the
district
level,
and
and
so
that
that
was
the
major
shall
and
assemblywoman
thomas,
I
believe,
mentioned
the
need
for
checks
and
balances
and-
and
I
feel
like
that
was
the
way
we
we
did
have.
J
Those
checks
was
that
not
only
did
we
have
to,
it,
wasn't
just
the
going
through
the
motions
of
okay,
here's
our
data
and
that's
what
it
is
and
now
we
know
it
was
okay.
This
is
what
it
is.
What
steps
are
we
going
to
take
to
make
sure
those
inequities
cease
to
be
in
equities
or
or
get
closer
to?
J
You
know
a
median
and,
and
so
yeah
very
very
little
shells
other
than
we
shall
dedicate
the
the
resources,
the
time
the
training
and
and
the
the
data
analysis
to
make
sure
we
are
doing
everything
we
can
to
to
remove
those
inequities.
B
Thank
you,
chair
dennis,
so
I
have
been
an
educator
for
30
years.
I
remember
positive
behavior
supports
love
and
logic,
which
looks
like
restorative
justice,
where
you're
teaching
kids
about
consequences
inside
the
school.
However,
when
it
reaches
a
threshold
where
it
threatens
staff
and
students,
I
think
that
we
need
to
leave
this
in
the
hands
of
professionals,
so
I
just
wondered
how
this?
How
does
this
work
in
conjunction
with
the
bully
law,
or
is
it
conflicting.
J
Superintendent
anderson
for
the
record,
chair
dennis
and
senator
buck.
Thank
you
for
the
question.
I
I
think
that
there
oftentimes
can
be
overlap
with
with
bullying,
not
all
bullying.
J
As
you
know,
it
results
in
physical
aggression
or-
or
you
know,
the
big
three
per
se,
but
I
think
where
there
is
a
lot
of
overlap,
is
many
of
the
same
strategies
that
you
would
use
to
teach
students
about
the
societal
impact
of
their
their
words,
their
actions,
their
decisions,
the
many
of
the
things
you
would
do
to
help
process
through
a
bullying
scenario
are
the
same
things
you
would
do
to
process
through
a
fighting
or
or
a
theft,
or
something
else
where,
where
you're,
trying
to
teach
the
the
greater
impact
of
what
that
student
is
engaging
in
the
the
bullying
laws
and
and
pieces
that
we
have
in
place
do
have
their
own
requirements
in
regards
to
you
know
levels
of
consequences,
but
so
there
is
overlap,
but
I
wouldn't
say
it's
it's
as
much
as
you
might
think
for
for
some
of
the
aggressive
things,
because
my
experience
has
been
most
bullying
actually
isn't
physical.
L
L
May
I
add
just
briefly
that
mr
anderson
talked
a
moment
ago
about
professional,
develop
or
professional
judgment
of
the
administrators
making
these
decisions.
There
are
certain
restorative
practices
that
you
probably
would
not
recommend
be
used
with
bullying
victims,
you
don't
want
to
re-victimize
a
victim
and
so
some
of
the
kind
of
more
common
practices
such
as
restorative
conferencing.
L
B
Thank
you
chair
dennis,
so
I
guess
where
I
have
a
problem
is
where
we're
looking
at
the
restorative
justice
classroom
or
where
do
these
kids
go
if
they're
bullying,
if
they
batter
a
staff
member,
if
they're
under
11,
where
do
they
go
back
to
class?
L
For
the
record
paul
lamarca
chief
strategies
officer
washer
county
school
district,
it
really
depends
so,
if
we're
talking
about,
where
do
they
go?
So
the
the
legislation
is
pretty
clear
at
this
point
that
every
attempt
should
be
made
to
keep
them
where
they're
at
and
support
them,
where
they're
at
and
and
plans
should
be
created.
In
order
to
do
that,
and
then,
if
the
school
team
determines
that
the
plant
can't
the
plan
can't
be
carried
out
because
of
safety
concerns,
then
there's
some
latitude.
L
In-School
suspension
might
be
a
temporary
location
to
create
some
separation
so
that
appropriate
strategies
could
be
implemented
to
repair
the
harm
that's
been
caused.
So
I
hate
to
say,
but
it's
really
a
case
by
case
situation
as
the
impact
the
physical
and
emotional
impact
heightens.
Then
there
is
probably
a
greater
need
to
remove
than
otherwise.
B
A
Okay,
thank
you
and
miller.
M
Thank
you
chair,
thank
you,
chair,
dennis,
and
thank
you
for
this
presentation.
M
My
question
actually
is
for
because,
as
as
we're
having
this
discussion
and
I'm
hearing
other
concerns
of
of
both
of
my
legislative
colleagues,
one
being
about
checks
and
balances,
one
being
about
you
know
of,
of
course,
some
some
of
the
obviously
the
the
main
goal
of
keeping
everyone
in
the
building,
safe
and
and,
of
course,
our
educators
that
are
presenting.
M
So
my
question
goes
back
to,
and
I
am
not
great
at
remembering
bill
numbers,
but
I'm
great
at
remembering
bill
content.
So
I
know
that
lcb
will
help
me
with
this.
If,
if
we
need
to
reference
this
specific
number,
but
I
think
what
can
bridge
some
of
these
concerns,
because
I
I
appreciate
what
you
said
about
you
know
and
the
question
that
brought
forward
truthfully.
M
Not
all
fights
are
the
same
right.
Not
all
bullying
is
the
same.
Not
all
instances
not
ever
not.
Every
instant
is
the
same.
Even
when
we
have
students
bring
weapons
to
school,
it's
often
with
different
intent,
and
so
that
ability
to
to
use
some
judgment
of
of
what
the
circumstance
really
is.
M
But
again
balance
it
with
checks
and
balances,
because
a
lot
of
this
came
out
of
the
inequities
that
were
being
prescribed
to
specifically
black
and
brown
students
and
so
making
sure
that
how
do
we
balance
just
like
in
in
the
criminal
justice
world
for
adults?
How
do
we
balance
public
safety
but
make
sure
that
it
that
it's
done
consistently
based
on
the
incidents?
And
so
it
was,
I
believe,
was
2019.
M
That
again,
a
committee
bill
that
we
put
forward
for
nde
to
for
the
schools
to
report
to
nde
they're
supposed
to
be
a
an
evaluation
of
the
actual
incidents
that
occurred
in
schools
and
what
those
consequences
were
and
the
intent
of
the
bill
it.
Actually,
everything
from
was
to
act
to
actually
have
some
consistency
in
description
of
the
bill.
So,
for
instance,
let's
just
take
a
tardy.
M
We
know
that
you
know
if
the
students
mark
tardy
that
could
be
different.
That
tardy
could
be
defined
differently
from
teacher
to
teacher
in
the
same
hallway,
let
alone
in
different
grade
levels,
different
buildings,
different
districts.
So
first,
let's
get
our
handle
on.
Can
we
all
agree
on
in
the
state
what
a
tardy
is
and
then,
therefore,
what
those
consequences
should
be
for
that
tardy
and
so
again
creating
that
consistency
between
not
just
classroom
to
classroom
building
the
building,
but
even
within
our
own
state.
M
So
I
was
just
wondering
if
we
have
some
an
update
on
if
that's
been
done,
because
I
think
that's
a
key
too
that's
missing
with
as
we're
having
this
discussion
it
and
again
being
able
to
give
our
schools
the
ability
to
to
make
the
to
have
that
professional
judgment,
but
as
well
to
give
some
confidence
to
to
the
communities
and
families
as
well
that
we
are
also
that
these
things
are
being
consistently
delivered.
So
if
either
nde
or
lcb
has
an
update
on
that.
N
Christy
mcgill
for
director,
director
of
the
office
of
safe
and
respectful
learning,
I
think
you're
referring
to
sb
89
that
was
passed
two
sessions
ago,
and
that
was
to
really
look
at
exactly
what
you
said
to
to
really
try
to
codify
disciplinary.
So
there
was
a
working
group
that
went
through
and
helped
codify
those
disciplinary
for
the
districts.
N
It
was
a
long
time
coming.
You
know,
looking
at
just
the
things
you
said
so
that
we
would
be
comparing
apples
to
apples.
It's
an
ongoing
process.
We
are
closer
now
than
we
were
before,
comparing
apples
to
apples
but
as
new
things
come
into
the
disciplinary
realm,
such
as
restorative
practices.
N
M
Oh
okay,
dr
miguel,
this
is
okay.
I
was
going
to
follow
up
with
you.
Thank
you
is.
Is
there
a
way
we
can
get
some
information
on
the
working
group,
the
members,
the
the
dates,
some
of
those
reports,
the
information
that's
actually
been
produced
from
that
group,
because
I
think
it's
important
especially
now
moving
forward
with
you
know,
including
that,
within
this
whole
discussion.
M
Okay,
I'll
go
with
miz,
maybe
not
plain
ole
miss
because
I
don't
think,
but
yes,
miss
mcgill.
Thank
you.
So
are
we
able
to
get
that
information.
A
A
I
am
not
seeing
or
hearing
annie,
so
I
think
that's
it.
I
think
we've
covered
this
item.
I
want
to
thank
everyone
that
on
this
presentation-
and
we
are
going
to
now-
go
a
little
bit
out
of
order-
we're
going
to
go
to
item
number
12
roman
numer
12,
which
is
the
presentation
on
school
and
school
district
performance
plans.
A
The
department
will
have
gabrielle
lamar
office
of
students
and
school
supports
presenting,
and
then
we
also
have
dr
summer
stevens
from
churchill's
county
school
district
and
also
she's
the
superintendent
and
then
she's
also
nas,
president
nas
as
president
and
then
and
they
will
have
some
questions.
So
I
think
we'll
turn
it
over
to
gabrielle.
A
Q
Q
Okay,
I
think
we
are
good
to
go.
Thank
you
so
much
for
your
patience
once
again,
gavi
lamar
for
the
record
interim
director
of
the
office
of
student
school
supports
with
the
nevada
department
of
education
and
today
I'm
going
to
be
providing
an
update
on
the
school
performance
plan
and
district
performance
plan
as
part
of
our
redesigned,
continuous
improvement
process.
Q
To
help
facilitate
this
redesign
of
this
continuous
improvement
process
that
we
have
been
get
engaging
in
the
spp
and
dpp
redesign
are
part
of
a
larger
redesigned,
continuous
improvement
process,
because
we
truly
wanted
to
ensure
that
we
were
not
simply
with
this
redesign,
just
updating
a
document
if
you
will,
but
it
was
a
systems
wide
level
redesign
and
the
focus
that
we
have
always
been
saying
is
focusing
getting
better
at
getting
better
and
so
you'll
see
here
that
the
sip,
what
we
call
it
for
short,
continuous
improvement
process
or
the
sip
is
a
process
that
was
informed
by
continuous
improvement
theory
and
research
along
national
and
local
improvement
best
standards.
Q
Q
So,
first
I'm
going
to
go
ahead
and
talk
about
the
spp
progress
and
update
as
a
reminder
per
state
law.
All
public
schools
are
required
to
complete
and
submit
to
nde
a
school
performance
plan
or
spp,
and
then
there's
also
federal
requirement
for
our
comprehensive
support
and
improvement
schools.
As
a
reminder,
those
are
our
lowest
five
percent
of
schools
based
on
index
scores
per
our
nevada
school
performance
framework.
They
must
have
a
csi
plan
for
federal
law
as
well
as
our
tsi
schools.
Q
Q
The
first
year
for
utilizing
this
new
redesigned
school
performance
plan
process
was
this
current
school
year.
That's
currently
wrapping
up
so
school
year,
21
22
and
you
can
see
there
that
visual
really
truly
just
showing
the
steps
in
the
process
which
we'll
get
into
a
little
bit
in
the
upcoming
slides
and
just
showing
that
this
is
spp
in
the
sip
process,
is
truly
strategic
planning
and
strategic
budgeting
around
that
planning
to
align
with
a
school's
goals
and
again
action
steps
to
improve
student
outcomes.
Q
The
project
again
was
jointly.
The
redesign,
I
should
say,
was
jointly
designed
by
nde
and
school
district
leaders
with
input
from
stakeholders
across
the
state,
and
so
we
did
have
different
focus
groups
and
different
meetings
and
opportunities
for
our
community
members,
including
school
leaders,
to
provide
input
on
what
this
new
process
should
look
like,
and
these
were
some
of
the
common
themes,
and
so
we
realized
that
that
the
community
and
again
school
district
leaders,
school
leaders,
really
wanted
comprehensive
schools
and
clear
processes.
Q
So
we
had
feedback
that
the
previous
process
was
was
was
unclear
right.
It
wasn't
done
consistently.
We
know
that
these
were
these
plans
were
plans
that
were
not
living
and
breathing
documents,
and
so
we
that
was
one
piece
of
feedback.
Q
And,
lastly,
another
common
theme
that
we
heard
from
stakeholders
was
to
ensure
that
there
were
strong
working
relationships
when
using
these
tools
built
on
trust,
transparency
and
mutual
goals.
So
again,
these
were
some
really
key
pieces
of
of
of
us
really
working
through
this
process,
and
I
also
wanted
to
share
that.
Q
There
have
been
throughout
this
process
three
main
teams
that
we've
had
comprised
of
again,
both
district
and
state
leaders,
and
so
we
have
had
a
design
team
and
that
design
team
has
been
able
to
put
pen
to
paper
so
to
speak
and
actually
create
these
updated
tools
and
our
strategy
team,
which
helps
guide
and
direct
the
work
and
provides
feedback
to
the
design
team.
And
then
we
also
had
a
what
we
called
a
design
collaborative.
Q
So
the
sip
has
been
currently
it
is
in
three
what
we
call
acts,
and
this
was
a
framework
that
has
been
decided
on
again
collaborative
collaboratively
with
state
and
lea
leaders.
Q
But
I
just
also
want
to
point
out
before
I
kind
of
dive
deeper
into
this
framework,
that,
although
this
is
the
the
framework
that
has
been
used,
districts
do
certainly
have
autonomy
and
flexibility
to
then
adjust
this
in
alignment
to
their
current
context,
and
so
this
that
the
processes
that
are
in
place
to
meet
and
to
go
through
each
one
of
these
acts
may
look
a
little
different
per
district
depending
on
their
context.
But
you
will
see
here
so
act.
Q
One
is
what
we
call
studying
the
course,
and
this
is
where
the
school
is
going
to
organize
their
continuous
improvement
or
ci
team,
and
they
are
going
to
go
through
the
current
landscape.
So
this
is
where
their
needs
assessment,
their
root
cause
analysis
takes
place,
and
then
this
act
culminates
in
the
development
of
the
school's
school
performance
plan
for
the
year.
Q
The
next
act
is
navigating
the
course,
and
so
this
is
where
progress
monitoring
will
occur
and
the
school
ci
teams
will
monitor
the
spp
roadmap
and
goals
share
progress
updates
with
the
school
community
and
the
stakeholders
celebrate
what
is
working
and
make
adjustments
to
what
is
not
working
and
then
the
last
act
would
be
reviewing
the
journey.
Q
Here
is
what
I
just
explained
on
the
previous
slide,
but
you
will
see
there
that
each
act
has
the
different
events,
and
so
currently
there
are
nine
events
and
you
will
see
there
so
act.
One
includes
events,
one
through
five
act,
two
events,
six
through
eight
and
act,
three
events
or
event,
nine
they're
reviewing
the
journey.
I
will
say
that
the
strategy
team
and
the
design
team
are
currently
in
the
process
of
based
off
of
stakeholder
feedback
of
seeing
how
this
can
be
streamlined
a
little
bit
better.
Q
Q
We
have
also
provided
tools
and
resources
to
help
our
schools
and
districts,
help
them
out
with
this
redesigned
process
and
supports
throughout
the
process.
So
we
have
had
statewide
trainings
resources,
guidance
and
tools
and
also
have
been
providing
technical
assistance
as
needed
and
differentiated
and
targeted
depending
on
the
school
district's
needs.
Q
This
right
here
is
what
what
you
are
seeing
is
a
padlet,
and
this
is
where
all
of
the
tools
and
resources
live.
So
there
are
specific
tools
and
guidance
documents
for
each
one
of
the
events
to
truly
guide
our
district
leaders
to
help
them
best
support
their
schools
with
this
redesign.
So
all
of
this
and
it's
updated,
as
you
know,
items
change,
and
so
all
this
lives
right
here
in
this
palette
and
we
have
received
great
feedback.
This
is
a
great
resource
and
very
helpful
resource
for
districts
and
schools.
Q
To
then
refer
back
to
as
needed.
Q
Q
The
finalization
of
the
spp
is
tentatively
scheduled
to
be
completed
at
the
end
of
this
month,
and
so
again
that
is
tentative
because
as
new
information
and
context
as
we
continuously
improve,
we
do
want
to
make
sure
that
we
are
again
taking
into
account
school
leader
and
stakeholder
feedback.
But
tentatively,
right
now,
the
finalized
process
is
scheduled
to
be
completed.
Q
So
those
are
next
steps
for
spp
and
that
wraps
up
the
spp
progress
and
update,
and
I
do
have
a
few
slides
on
the
district
performance
plan,
so
the
dpp-
and
so
I
can
go
through
that
and
then
take
questions
or
take
questions.
Now.
Okay,
I'm
seeing
sender,
yeah.
Q
You
chair
all
righty,
so
the
dpp
products
an
update
really
quickly.
You
will
see
that
this
is
a
little
less
further
along
than
the
school
performance
plan
work
is.
Q
That
is
because,
based
off
of
stakeholder
feedback,
they
really
wanted
the
design
team
and
the
strategy
team
to
focus
on
the
spp,
and
so
that
is
what
we
have
been
been
doing
and
due
to
capacity,
we
weren't
unable
to
kind
of
do
those
both
simultaneously,
which
was
originally
planned,
but
some
dpp
just
to
review
really
quickly,
as
we
did
with
spp
requirements
and
purpose.
Q
Q
The
hope
like
the
spp
for
the
dpp
is
to
streamline
some
state
and
federal
requirements
such
that
each
district
is
not
having
to
do
multiple
plans,
but
that
we
can
have
one
streamline
plan
that
meets
kind
of
all
of
the
state
and
federal
requirements.
And
so
you
can
see
here
that
the
dpp
could
also
be
used
to
help
our
school
districts
meet
several
state
law,
education,
accountability
requirements
and
there's
just
one
example.
There
dpps,
like
the
spp
on
the
school
level,
dpp
serve
as
the
school
district's
roadmap.
Q
Q
Oh
sorry,
the
last
thing
before
I
move
on
to
the
next
slide
is
to
also
just
talk
briefly
about
the
difference
between
the
dpp
and
a
strategic
plan,
and
so
we
know
that
districts
also
have
their
strategic
plans
and
those
are
usually
five-year
goals.
If
you
will,
and
so
the
dpp
is
really
to
be
a
more
specific
and
detailed
plan.
That
will
then
help
each
district
to
get
to
the
goals
and
then
outlined
in
their
strategic
plan.
Q
Uh-Oh,
so
I'm
not
sure
seems
to
be
a
little
technical
difficulty
here
on
on
on
this
slide,
but
these
are
the
currently
proposed
design
elements
of
the
redesigned,
district
performance
plan
or
dpp
and
what
has
been
shared
and
discussed
with
with
both
the
design
team
and
the
strategy
team,
and
so
I'm
just
going
to
go
ahead
and
I'm
going
to
read
each
one
since
it
seems
to
be
cut
off,
not
sure
what
happened
there.
Q
So
apologies
for
that,
but
one
element
is
the
flow,
and
so
I'm
having
an
annual
calendar
for
order
of
operation
should
be
very
clear
to
all.
That
is
one
design
element.
The
second
design
element
is
that
it's
direct
so
the
most
effective
models,
direct
districts
and,
in
turn,
schools
to
focus
on
a
few
common
priorities.
Q
The
second
one
is
cohere,
so
what
teachers
do
at
the
classroom
level
directly
connects
to
plans
for
school,
district
and
state
improvement,
so
ensuring
that
there's
that
alignment-
a
focus,
the
fourth
one
is
focus
so
focus
on
measure
change
and
student
teacher
and
school
level
outcomes.
Q
So
here's
a
visual
of
the
dpp
process
overlaid
with
the
school
level
process,
as
you
can
see,
the
school
over
process
is,
is
in
the
middle,
and
this
visual
is
just
showing
that
the
district
planning
process
is
basically
that
umbrella
over
then
the
school
planning
process.
As
a
district
planning
process,
it
should
be
taking
into
account
again
the
needs
of
the
schools.
That's.
This
is
just
a
visual
that
is
showing
that
continuous
improvement
process.
Q
And
the
next
steps
for
the
development
of
the
redesigned,
dpp,
the
design
team
and
the
strategy
team-
will
continue
to
meet
regularly
to
build
out
the
dpp
components
and
process.
As
I
stated
a
little
earlier
initially,
the
idea
had
been
to
finalize
the
spp
while
simultaneously
building
out
the
redesigned
district
performance
plan,
but
per
design
team
feedback.
Q
They
really
felt
like
they
should
focus
on
rolling
out
and
finalizing
finalizing
the
spp
for
the
next
school
year,
and
then
the
team
will
take
on
the
or
focus
on
the
dpp
redesign
intended
to
timeline
for
completed
dpp
beta
right.
So
so
the
beta
is
going
to
be
based
like
the
first
version,
so
the
timeline
for
that
development
is
by
the
end
of
the
summer.
Q
The
tentative
timeline
again
could
change,
depending
on
stakeholder
feedback
and
and
and
just
moving
the
process
along
and
capacity,
but
there
will
be
a
redesigned
dpp
that
will
be
piloted
and
then
def
refined.
Q
Excuse
me,
as
there
was
for
the
spp
before
there
is
a
state
rollout,
so
it
would
not
just
be
rolled
out
for
all
districts,
but
there
will
be
a
pilot
with
districts
so
that
we
can
get
some
stakeholder
feedback
and
then
it
will
be
refined
before
there
will
be
a
state
rollout
as
part
of
the
continuous
improvement
process.
Q
B
Q
Thank
you
so
much
for
the
question
gabby
lamar
for
the
record.
Q
So
yes,
so
the
redesigned
spp
like
I
said
earlier,
we
really
wanted
it
to
be
a
living
breathing
document
so,
regardless
of
when
it
is
submitted
to
the
nevada
department
of
education
right
now,
the
due
date
for
that
is
november,
but
we
are
in
discussions
with
our
school
districts
who
are,
then
you
know
receiving
feedback
from
their
schools
about
adjusting
that
timeline,
but
regardless
of
when
it
is
submitted
to
us,
we
know
that
this
is
just
a
snapshot
in
time
for
the
school,
because
the
school
is
constantly
using
interim
assessment
maps
right.
Q
So
it's
not
just
focus
on
expect
data.
That
is
something
that
we
heard
from
our
districts,
who
are
hearing
them
from
their
schools
very
clearly.
So
schools
do
have
the
flexibility
to
use
what
you
know
interim
data,
they
think
is,
you
know
best
and
a
best
indicator
of
their
students,
progress
and
then
they
should
be
updating.
Then
the
spp
continuously.
B
If
I
made
sure
thank
you,
chair
dennis
so
one
other
question,
just
as
it
relates
to
compliance,
and
so
I
found
that
in
doing
these
things
for
years,
is
that
just
making
them
as
simple
as
possible
so
that
they're,
not
compliance
related?
You
got
to
have
six
people
on
the
team,
it's
more
about.
You
know
getting
to
the
root
issues
and
submitting
quality
work.
What
are
the
plans
to
maybe
share
best
practices,
so
say
that
there
is
a
school
that
you
know
did
a
stellar
plan,
but
it
actually
equates
to
results.
Q
Awesome,
thank
you
so
much
for
the
question.
Gabby
lamar
for
the
record,
so
the
team
is,
is
currently
in
communications
on
that,
and
so
we
know
that
sharing
exemplars
is
something
that
we
did
hear
from
our
district
leaders
that
we're
hearing
that
from
the
from
their
schools,
because
this
is
a
new
process,
and
so
we
will
be
sharing
some
exemplars.
Q
Now
that
everybody
has
been
through
the
process
for
this
current
school
year,
we
wanted
ci
teams
again
exchange
improvement
teams
to
really
feel
like
they
were
owning
the
process
and
didn't
feel
like
they
needed
to
be.
If
you
will
kind
of
kept
in
a
box.
Q
If
you
will-
and
so
now
that
we've
kind
of
gone
through
this
iteration,
we
will
be
sharing
some
examples
about
what
an
exemplar
could
look
like,
but
also
making
it
clear
that
we
do
want
our
ci
teams
to
you
know,
make
this
their
own,
the
the
the
real.
Let
me
see,
what
do
I
know
the
real
fun
right
and
like
the
real
improvement,
is
in
following
the
the
process
that
could
look
different
for
every
school.
So
I
hope
that
helps
answer
the
question.
N
R
Thank
you
so
much
senator
dennis
summer,
stevens,
president
of
nas
and
superintendent
of
churchill,
county
school
district
and
also
serve
on
some
of
those
committees
that
that
gabby
was
just
speaking
about
also,
I
think,
maybe
still
in
the
room.
Cj
anderson
may
be
there.
He
has
also
been
participating
in
some
of
this
work,
so
I
don't.
I
don't
have
a
lot
to
add
specifically,
but
I
did
just
want
to
follow
up
on
some
of
what
was
shared
and
say.
Thank
you
to
the
department
of
education
for
the
work
on
the
process.
R
I
would
add
that
I
think,
what's
exciting
about
the
new
process.
Is
that
it's
working
to
align
and
try
to
minimize
the
silos?
That's
the
note
I
wrote
down
amongst
the
the
work
that
we
do
in
an
effort
to
to
move
us
towards
this
company.
Competency-Based
personalized
learning
conversation
that
we're
having
and
trying
to
tie
some
things
together.
The
two
points
that
I
I
would
like
to
make
in
relationship
to
the
work.
Our
district
was
part
of
the
initial
pilot.
R
We
had
three
schools
that
participated
in
that
work,
along
with
other
other
school
districts
and
schools
within
those
districts
and
we're
able
to
provide
a
lot
of
feedback.
R
We
also
are
now
all
in
this
beta
work
and
providing
the
feedback,
so
that
has
been
really
great
and
the
department
and
upd
have
been
really
responsive
in
trying
to
as
senator
buck
as
you
talked
about
right
like
it's,
not
a
compliance
task,
it's
really
about
improving
and
so
trying
to
really
honor
what
we're
bringing
forward
as
the
the
hurdles
or
the
hoops
and
get
getting
rid
of
those
pieces
that
best
we
can.
R
So
one
of
the
things
I
would
share
on
behalf
of
superintendents
is
conversation
we
have,
but
it's
also
on
behalf
of
school
improvement
specialists
on
behalf
of
principals
folks
who
work
in
grants,
the
staff
in
buildings,
whatever
their
role,
is
one
of
the
things
that
is
a
challenge
to
us
related
to
school
improvement
related
to
assessment
is
the
misalignment
between
the
budgeting
cycle
in
nevada,
the
assessment
cycle
in
nevada
and
this
reporting
cycle.
Now,
as
gabby
pointed
out
right,
this
is
continuous,
so
that's
fantastic.
R
So
what
we
need
so
right
now,
when
we
report,
though
it's
due
in
november
part
of
the
work,
is
when
we
all
finally
come
back
together.
That's
when
we
get
a
lot
of
the
data
or
we're
just
getting
the
data
now,
for
example,
with
our
map
results
and
then
everybody's
leaving.
R
So
the
time
spent
to
really
analyze.
What's
happened
over
the
course
of
the
year,
oftentimes
doesn't
happen
for
some
districts
because
they
don't
have
funding
to
bring
people
in
over
the
summer
or,
as
we
just
learned,
people
have
literally
they
need
it.
They
need
time
to
to
kind
of
regroup
themselves
and
care
for
themselves
and
and
and
be
able
to
come
back
in
the
fall.
R
So
we
don't
do
that
until
the
fall,
where
we
can
really
dig
in
which
is
well
after
the
time
we
should
be
deciding
what
supports
and
resources
we
need
to
put
in
place
for
the
strategies
we
need
to
put
in
place,
and
the
budget
was
due
now
for
the
resources
we
need
in
august
and
then
we're
going
to
tell
you
in
november
what
our
plans
are.
So
it's
kind
of
like
a
weird
cycle.
R
So
we
we
just
need
to
think
about
that
as
we
move
forward
as
a
state,
if
all
of
that's
lined
up
in
a
way
that
makes
sense
or
how
we
get
into
the
space
to
have
ways
to
adjust
and
adapt,
because
right
now,
also
with
the
way
that
grants
work,
which
grants
are
great
to
support
resources
for
our
needs
related
to
the
things
that
we
come
across
as
we
do.
This
work
in
improvement,
but
sometimes
we
can't
spend
our
funds
until
we
can
revise
a
grant
until
it
gets
approved
at
the
various
levels.
R
So
sometimes
that
creates
a
bit
of
a
roadblock.
So
just
that
that
alignment,
piece
or
misalignment
and
then
also
the
question-
was
asked
about
sharing
best
practice.
R
So
this
work
tied
also
with
the
work,
that's
happening,
and
I
believe
it's
going
to
come
up
in
a
future
agenda
that
you
have
around
the
competency-based
personalized
learning
conversations
and
how
that's
progressing
from
the
blue
ribbon.
Commission
moving
forward
those
communities
of
practice
or
those
networking
opportunities
that
that
we
can
create
in
our
state
are
going
to
be
really
key.
Also
in
addition
to
those
exemplars
of
actual
documents.
R
If
you
will
are
going
to
be
so
important
for
all
of
our
school
districts-
and
I
just
would
like
to
share-
we
love
the
support
that
we
can
get
from
the
legislature,
anything
that
can
help
us
run
those
networks
or
those
community
of
practice
that
help
staff
help
teachers
help
principals
help
district
staff
engage
with
one
another,
creating
opportunities
to
do
that
in
whatever
ways
are
possible
to
fund
those
to
get
people
together
in
whatever
ways
are
possible
to
talk
with
one
another
share
with
one
another,
not
just
seeing
the
paper
version
but
really
engage
in
dialogue.
J
Cj
anderson
for
the
record
thank
you
summer
and
chair
dennis,
so
just
two
quick
things.
I'd
like
to
add
number
one
is.
I
can't
speak
highly
enough
about
the
organization
of
the
rollout
of
this
effort
that
we've
done.
I
was
one
of
the
as
a
principal.
I
was
one
of
the
piloting
schools
in
elko
county
last
school
year.
Then
I
had
the
opportunity
to
manage
it
from
a
district
level
as
the
director
of
school
improvement
and
and
now
I'm
still
kind
of
doing
that
as
a
superintendent.
J
So
what
I've
noticed
is
prior
to
a
a
mass
here's,
how
we're
doing
it.
There
was
a
ton
of
thought
put
into
it.
There
was
a
lot
of
conversation
was
evident
and
the
resources
that
were
provided
in
support
the
that
rollout
was
exceptional,
and
I
think
it's
part
of
the
reason
why
we're
I
anyway
and
very
supportive
of
it.
I
think
a
lot
of
people
were
able
to
latch
on
to
it.
We
we've
we've
seen
good
preliminary
kind
of.
J
I
don't
want
to
say
results
yet,
but
but
but
good
kind
of
feedback
from
administrators
and
schools
in
our
communities
in
elko
county.
The
and
so
I
I
would
just
encourage
any
effort
that
we're
trying
to
put
forth
at
a
state
level
really
this
type
of
thoughtful
rollout
is
is,
is
wonderful
and
it's
much
appreciated
by
nde
and
and
their
consulting
partners.
J
The
other
comment
I'd
like
to
make
is
in
regards
to,
I
believe
it
was
senator
buck's
question
about
the
by
using
exemplars
and
finding
schools
that
are
having
success
with
so
many
other
things
to
to
have
immediate
success
in
these
types
of
efforts,
especially
in
a
new
beta
rollout.
That
sort
of
thing
just
to
you
know
understand
that
that
these
things
do
take
time
and
any
any
meaningful
change
will
will
take
time.
J
As
as
we
adjust
to
how
to
incorporate
that,
and
I
I
also
look
forward
to
seeing
how
other
schools
are
having
success,
but
success
as
we
know,
and
whether
it's
an
organizational
success
or
an
individual
success.
Success
looks
different
for
different
people,
depending
on
their
circumstances
and
and
what
their
goals
are.
So
there's
a
lot
to
be
considered
when
thinking
about
what
an
exemplar
might
look
like,
but
anyway,
thank
you
again.
A
Okay,
I'm
not
hearing
any.
Thank
you
very
much
for
that
presentation.
We're
now
going
to
go
to
the
next
one,
so
my
intent
to
go
this
next
one.
After
this
we're
going
to
take
lunch,
I
yep
and
so
we're
going
to
switch
now
to
item
number
roman
numeral
number
11,
discussion
on
educational
staff,
recruitment
and
retention
programs
and
initiatives,
including
updates
on
staff
shortages,
staffing
shortages,.
O
A
Okay,
so
here's
what
we
need
to
do
because
we're
going
to
lose
one
of
the
percentage
on
that
next
one
and
so
we're
gonna
have
summer
stevens
do
her
part
of
that
presentation
and
then
we
can
take
a
break
for
lunch
and
then
we
can
then
continue
that
item
when
we
come
back
for
lunch.
A
So
let's,
let's
have
ms
stevens.
If
you
would
dr
stevens,
if
you
would
go
and
do
your
part
and
we'll
ask
any
questions
that
we
have
thanks?
Okay,.
R
Sounds
good
superintendent,
stevens
summer
stevens,
churchill,
county
school
district
and
current
nevada
association
of
school
superintendents.
President
mine
is
really
really
short
but
import.
I
just
wanted
to
really
support
you're
going
to
see
a
lot
of
great
documents
after
lunch
and
we
wanted
to
convey
that
we
will
probably
second
third
fourth
fifth
behind
everything
that
is
said.
We
recently
met
with
representatives
from
higher
education
about
teacher
pipeline
staffing
pipeline
other
support
staff
pipeline.
R
You
already
heard
this
morning
about
from
christy
mcgill
about
other
providers
right
our
psychologists,
social
workers,
mental
health
providers,
and
how
do
we
get
those
folks
up
and
up
into
the
ranks?
R
You're
going
to
see
great
information
from
the
department
of
ed's
presentation,
specifically
with
all
of
the
opportunities
that
exist?
We
are
one
of
the
recipients
in
churchill
county.
I
think
I
believe
also
elko
is
of
the
teacher.
The
cte
teacher
pipeline.
R
Teacher
pipeline
grant
that's
coming
up
this
school
year
and
next
to
actually
hire
a
teacher
for
teaching
and
training
in
the
cte
programs.
In
my
district
alone,
I
actually
am
teaching
that
class
this
year
so
that
we
could
get
it
started.
We
had
nine
students,
100
retention,
two
are
graduating,
the
rest
are
moving
up
and
42
new
students
are
coming
in,
but
I
just
can't
do
three
sections
next
year:
that's
where
I'm
headed
off
to
is
to
teach
that
class
today,
so
we're
really
excited
we're
getting
them
dual
credit
college
credit.
R
That's
what
everybody's
trying
to
do
so
that
we're
getting
them
kicked
off
really
in
a
great
way,
so
that
we
can
get
them
out
into
the
field
with
a
great
start
with
enthusiasm
and
excitement
for
this
profession.
That
we
do
love-
and
we
do
know
is-
is
awesome
for
people
to
to
a
great
profession
to
get
into.
So
we
are
just
grateful
that
there
are
so
many
recruitment
opportunities
for
the
profession,
the
education
profession.
R
We
do
also
want
to
continue
to
advocate.
We
know
there
is
legislation,
you
know
nrs
for
our
critical
fill
situations
and
we
want
to
continue
to
be
able
to
fill
our
needs
not
only
with
the
professional
licensures
but
our
licensures
with
bus
drivers
with
other
areas.
We
are
desperate
to
fill
all
of
our
staffing
in
our
schools
and
I
think,
obviously,
you
all
work
in
all
kinds
of
fields.
R
Everybody
needs
employees
and
we
are
in
that
same
situation
in
schools.
We
need
people
to
be
able
to
be
in
our
our
like
school
safety,
school
security
being
able
to
be
available
to
kids
for
help.
We
need
to
be
able
to
cover
our
duty
assistance.
Our
secretarial
pools
our
office
support,
pools,
accounting.
R
Our
maintenance
pools
our
custodial
pools
all
of
those
things.
So
we
just
want
to.
You
heard
a
great
public
comment
at
the
very
beginning
right.
We
have
to
continue
to
look
at
those
ways.
Ed
week
had
a
report
last
week.
I
believe
it
was
that
was
looking
at
salaries,
for
example,
and
you
know,
nevada
kind
of
falls,
I
would
say
in
the
middle
of
actual
average
salary
when
you
look
at
that
that
what
they
posted.
But
when
you
look
at
over
the
last
two
years,
nevada
was
one
of
three
states.
R
That's
going
backwards,
though,
in
keeping
up
one
of
three
out
of
all
of
the
states,
and
so
we
know
we
have
some
challenges
that
we're
going
to
have
to
take
a
look
at,
and
you
know
my
district's
one
of
those
we're
preparing
our
final,
our
budget
for
next
year
and
looking
at
our
ending
fund
balance,
I'm
going
to
be
at
4.01
percent,
ending
fund
balance
with
what
I'm
presenting
to
my
board
next
week.
That's
literally
at
the
bare
minimum
of
what
I
can
have.
R
I
have
those
escrow
funds
and
that's
great,
but
it's
going
to
go
away,
and
so
that's
going
to
be
our
challenge
long
term,
the
inflation
all
of
those
pieces.
We've
gotta,
keep
looking
for
solutions.
Those
folks
who've
served
on
all
these
committees.
These
different
people
who
are
gonna
present
to
you,
have
fabulous
ideas.
We're
out
there
recruiting
we're
growing
our
own
we're
growing
our
own
instructional
assistants,
paraprofessionals
people
in
other
jobs
to
become
teachers,
we're
growing
our
teachers
into
leaders,
we're
growing
our
leaders
into
central
office.
R
Folks
we're
going
to
keep
doing
that
we're
getting
our
safe
school
professionals
who
were
community
health
workers
who
can
go
on
now
to
get
their
master's
degree
of
social
work
or
keep
growing
people,
because
that's
what
we
do
here
in
churchill
county,
everyone
always
learning
is
our
mission.
I
think
that's
everyone's
mission
in
schools,
but
we
really
thank
you
for
all
of
the
support
you
can
keep
giving
to
our
districts
in
any
way
possible
and
we're
grateful
to
the
presentations
that
are
going
to
come
after
lunch.
A
Thank
you
very
much.
Do
we
have
anything
either,
as
she
just
mentioned,
either
questions
or
anything
that
we
would
like
for
her
to
take
back
to
the
other
superintendents
and
on
this
issue
we
know
this
is
a
huge
issue
and
we've
got
to
try
and
I
know,
we've
we've
started
some
things
that
are
going
to
help,
but
we
that's
only
a
start
and
we've
got
to
do
more.
M
Miller,
thank
you,
chair
dennis,
since
the
request
of
anything
that
we
would
like
you
to
take
back
to
your
superintendents.
M
M
Lowering
the
standards
doing
everything
we
can
without
acknowledgement
of
the
real
again
the
lack
of
money
and
again
when
we
look
at
the
having
some
of
the
largest
class
sizes
in
the
country
where
that
salary
goes
and
when
we're
looking
at
support
staff-
and
we
forget
to
include
in
the
conversation
that
I
know
the
general
public
assumes
that
support
staff
is
probably
working
eight
hours
a
day
getting
paid
for
50
hours
a
week,
but
they
are
not
in
some
cases,
they're
getting
paid
for
three
hours
a
day
for
180
to
185
days
of
that
year.
M
M
I
think
superintendents
absolutely
have
control
over
so
much
of
working
conditions.
So
that's
what
I
would
ask
for
you
to
take
back
to
your
fellow
superintendents
again,
making
sure
that
our
staff
is
supported,
that
they're
treated
respectfully
and
that
the
countless
things
that
are
put
on
everyone's
plate
that
don't
actually
align
or
support
directly
student
achievement,
whether
that's
academic
or
social,
achievement
and
development,
that
those
things
are
removed
so
that
we
can
get
to
the
core
of
the
the
real
reason
why
educators
are
there
in
the
building
for
the
social
and
academic
growth.
M
R
Assemblywoman
miller,
thank
you
thank
you
for
that.
I
certainly
will
do
that,
and
you
know
I've
been
on
here
now
three
times
three
months
in
a
row,
you're-
probably
tired
of
hearing
from
me,
but
you
know,
I
think,
we're
on
the
same
page
in
that
regard.
Right
like
we
have
to,
we
have
to
stop
adding
all
the
stuff
and
we
got
to
get
to
the
heart
so
that
we
can
remove
all
of
that
from
the
plates
for
sure.
R
So
we're
like-minded
in
that
regard-
and
I
certainly
will
take
that
back
and
and
make
sure
that
it's
very
very
known
that
that's
what
we
all
want
to
focus
on.
A
A
Not
hearing
any
so
thank
you
very
much
for
being
with
us
today,
dr
stevens,
and
we
are
going
to
then
take
our
lunch,
a
lunch
break
for
30
minutes.
We
are
at
12.
A
Okay,
so
hold
on.
O
A
Instead
of
30
minutes
we're
going
to
do
40
minutes,
so
we
will
be
back
at.
Let's
see
right
now,
it's
about
20
till
something
after
so
20.
After
does
that
sound
right,
yeah
20
after
one
we
will
continue,
so
we
will
be
on
break
until
1
20.
J
A
Okay,
we're
we're
back
on
the
record.
We
are
still
on
item
number.
A
Let's
see,
we
are
on
item
number
roman
numeral
11
on
the
discussion
on
educational
staff,
recruitment
retention
programs
and
incent
initiatives,
including
updates
and
staff
shortages.
We.
O
A
The
the
nas
presentation
before
we
went
to
lunch
so
now
we're
back
and
we
have
here
with
us.
Let's
see
where
am
I
at.
A
Oh
yeah
jeff,
okay,
so
we
got
jeff
risky
looking.
So
I'm
looking
at
the
wrong
paperwork-
jeff
briskey
here
with
us
today
to
give
the
presentation
so
welcome
and
when
you
are
ready,
go
ahead
and
start
and
make
sure
as
you,
especially
when
there's
questions
and
things
that
you
always
identify
yourself
for
the
record
go
ahead.
Thank
you.
S
Thank
you
good
afternoon,
chair
dennis
and
members
of
the
committee.
My
name
is
jeff
risky
director
of
educator
development,
licensure
and
family
engagement,
and
it
is
my
sincere
pleasure
to
present
to
you
all
the
department
supports
for
recruitment
and
retention
of
nevada
educators.
S
This
was
quite
an
educational
journey
for
me,
as
sometimes
we
are
so
focused
on
our
own
work
that
we
oftentimes
even
with
office
collaboration,
and
we
oftentimes
do
not
see
the
many
additional
projects
and
supports
that
our
colleagues
are
doing
in
their
respective
offices.
S
So
this
slide
is
an
overview
of
the
department's
public
bodies
and
work
groups
around
recruitment
and
recognition,
efforts
that
include
recognition,
elevating
voice
development
and
support,
and
I
will
go
through
each
of
these
areas.
On
the
following
slides
in
more
detail,
you
will
notice
that
each
one
of
these
is
color
coded
to
show
how
they
are
funded.
S
S
S
Their
charge
is
to
make
recommendations
to
the
legislative
committee
on
education
and
even
years
and
a
legislative
council
bureau
in
odd
years.
There
are
other
groups
across
the
state
that
focus
on
recruitment
and
retention
issues.
This
task
force
has
reached
out
and
received
presentations
from
several
of
these
groups.
S
The
second
group
is
the
teacher
pathways
task
force.
Membership
here
includes
nevada
system
of
higher
ed
deans
department,
chairs,
district,
superintendents
and
directors
of
human
resources.
Their
charge
of
the
group
is
to
collectively
rise
to
the
challenge
of
expanding
the
number
and
increasing
diversity
of
licensure
ready,
pre-k-12
teachers
annually,
who
complete
their
teacher
prep
programs.
S
S
This
position
leads
this
group
to
ensure
that
the
coordinating
system
is
designed
with
input
from
stakeholders.
Membership
here
includes
human
resource
representatives
from
across
the
state,
with
the
charge
of
identifying
challenges
discussing
current
strategies.
Districts
are
using
and
collaborating
with
the
department
to
help
define
our
role
in
these
statewide
efforts.
S
The
development
excuse
me,
the
department
convenes,
additional
work
groups
for
a
variety
of
specific
topics,
including
the
development
of
an
exit
and
working
conditions.
Survey
implementing
implementation
supports
for
the
nevada,
educator
performance
framework
and
a
web
page
redesign
specific
to
recruitment
and
retention.
S
They
are
teaching
about
a
scholarship,
incentivizing
pathways
to
teaching
nevada
institute
on
teaching
and
educator,
preparation,
nevada,
educator,
preparation,
institute
and
collaborative
nevada
institute
on
educator,
preparation
retention
and
research,
and
our
teacher
and
training
grow
your
own
programs.
I
will
go
over
each
one
of
these
in
more
detail.
Two
of
our
largest
grants
teach
tomorrow.
Scholarship
and
incentivizing
pathways,
thus
far
have
been
awarded
to
815,
who
identify
as
white
and
885,
who
identify
as
non-white,
138
declined
to
answer,
and
some
institutions
who
have
received
funding
are
still
reporting.
S
This
is
a
table
summary
that
shows
the
funding
source
amount
and
impact
of
teachers
created
or
on
their
way
to
certification.
To
date,
we
could
roughly
extrapolate
the
student
impact
as
well
by
taking
each
number
that
represents
a
teacher
or
soon-to-be
teacher
and
multiplying
by
the
number
of
students.
The
teacher
will
impact.
S
The
teach
nevada
scholarship
grant
started
in
the
fall
of
2016,
with
the
purpose
to
provide
scholarships
to
those
seeking
initial
licensure.
The
requirements
are
to
agree
to
study
specific
areas
and
to
teach
for
five
years,
three
of
which
must
be
in
a
title.
One
school
incentivizing
pathways
to
teachers
grant
started
in
the
fall
of
21
with
a
purpose
to
provide
direct
financial
assistance
to
students
who
are
within
three
years
of
completing
their
program.
S
Nevada,
epic
is
a
comprehensive
collaborative
aimed
at
providing
undergraduate
and
graduate
level
professional
engagement,
translating
research
to
practice
this
program
emphasizes
a
reinforced
grow.
Your
own
approach,
which
highlights
and
values,
equity
and
diversity,
while
providing
accelerated
pathways
for
initial
licensure.
S
Supported
by
our
office
of
career
readiness,
adult
learning
and
education
options,
teacher
and
training
programs
currently
exist
in
churchill,
clark
and
washoe
counties.
This
grant
supports
expansion
into
rural
and
urban
schools,
which
will
bring
greater
access
to
more
students.
These
grow.
Your
own
programs
afford
students
the
opportunity
to
earn
up
to
24
semester,
hours
of
education
and
core
coursework
before
entering
the
workforce
as
a
paraprofessional
in
schools
and
giving
them
a
jump
start
with
their
teacher
prep
program,
thus
granting
graduating
sooner
and
obtaining
their
teacher
credentials
sooner.
S
S
The
department
is
developing
an
educator
talent,
pool
of
recommended
individuals
that
includes
national
board,
certified
teachers
and
previous
award
winners
to
participate
in
active
work
groups
or
public
councils,
and
also
to
identify
additional
educators
that
may
be
eligible
for
statewide
recognition,
such
as
nevada
teacher
of
the
year,
the
milken
educator
award
recognizing
inspirational
school
employees
award
for
support
staff,
purple
star
and
blue
ribbon
school
awards
and
content
area
presidential
awards.
For
excellent
of
note,
there
is
a
steady
increase
in
the
number
of
rule
educators
applying
for
and
being
nominated
for.
These
recognitions.
S
A
Okay,
do
we
have
any
questions?
Actually
I'm
going
to
start
off
with
the
question,
because
I
I
just
had
a
one
of
the.
Let
me
see
if
I
can
find
it.
One
of
the
slides
talked
about
incentivizing
pathway
to
teaching
that
one
they're
on
there.
It
talks
about
provide
tuition,
assistance
and
student
teaching
stipends
to
students
who
are
currently
enrolled
in
traditional
pathway.
Preparation
programs
explain
how
that
works,
because
I.
O
A
Somebody,
the
other
day,
I
was
talking
to
somebody
about
that.
The
student
teaches
always
a
big
thing
that
comes
up
and,
and
one
of
the
things
that
we
passed
last
time
was
for
people
that
are
working
in
a
district
and
there's
some
help
provided
there,
but
for
people
that
are
just
in
like
these
traditional
programs.
A
What
does
that
consist
of
when
they
get
help
in
this
way,
because
you
know
the
the
the
big
thing
is
in
with
the
student
teachings
that
they
have
to
basically
be
full-time
doing
that
and
they
can't
be
working
and
doing
other
things.
So
it's
a
big
sacrifice.
S
Traditional
programs,
thank
you
for
the
question.
Jeff
briskey
nd
for
the
record.
I
I
love
that
question,
because
the
only
way
to
move
nevada
forward
is
to
provide
free
tuition
for
teachers
and
to
provide
paid
student
teaching.
S
In
my
opinion,
and
this
incentivizing
pathways
to
teaching
does
provide
paid
student
teaching
in
a
sense,
we
offer
tuition
assistance
they
can
receive
at
any
time
during
their
last
three
semesters
and
during
their
student
teaching
semester,
we
grant
them
up
to
eighty
four
hundred
dollars
to
help
cover
that
cost
when
they
can
use
that
eighty
four
hundred
dollars
any
way
they
wish,
whether
it
be
for
tuition
living
expenses,
gasoline
food
transportation,
whatever
they
need,
because
we
realize
that
we
really
would
like
those
student
teachers
to
be
able
to
concentrate
on
the
students
in
front
of
them
learn
their
craft
the
best
they
can
and
not
have
to
worry
about,
having
a
second
or
third
job
just
to
support
them
and
their
families.
A
A
While
you're
at
it-
because
I
I
I
agree
with
your
statement
that
you
know,
we've
got
a
if
we
want
more
teachers,
we
have
to
provide
all
the
helps
that
they
need
to
be
able
to
do
that.
And
you
know
the
the
student
teaching
is
one
one
area
the
you
know
like
you
said
the
even
just
the
you
know
tuition
to
incentivize
them
to
do.
It
are
all
things
that
that
we
could
do.
S
So
what
I
have
here,
as
I
mentioned
before,
on
an
earlier
slide
with
teach
nevada
and
incentivizing
pathways
together,
I
had
815
who
identifies
white
885,
who
identified
as
nine
non-white,
so
roughly
1700
students
have
been
helped
and
from
my
notes,
if
I
remember
correctly,
half
of
that
was
from
teach
about
a
scholarship.
The
other
half
was
incentivizing
pathways
to
teachers,
so
I
would
estimate
a
close
to
half
of
that
would
be
around
850
have
already
received
help
with
this
incentivizing
pathways
to
teacher
grant.
S
A
S
S
So
what
I
did
ask
for
is
to
give
me
the
number
of
teachers
they
currently
have
in
their
program
and
we'll
we'll
see
if
we
can
grant
all
of
them
and
we
were
able
to
grant
all
of
their
requests.
So
out
of
the
850,
I
would
say:
that's
probably
how
many
they
currently
have
in
that
program.
In
the
last
final,
three
semesters.
S
A
F
Thank
you
chair
and
thank
you
for
the
presentation.
I
do
appreciate
it,
especially
when
we're
talking
in
reference
to
recruitment
and
retention
of
our
educators.
My
question
actually
has
to
do
with
the
retention
part
of
it.
We
have
a
lot
of
educators
for
whatever
reason,
with
their
principles
that
have
been
let
go.
F
F
They
have
to
take
the
baggage
with
them
of
why
they
were
let
go
in
the
first
place
and
a
lot
of
times
they're
written
up
unjustly
so,
and
especially
when
we're
talking
about
what
are
we
looking
at
as
far
as
teachers,
educators
in
especially
in
ccsd,
as
far
as
I
think
I
heard
the
number
of
over
a
thousand,
so
you
know
we
have
educators
that
actually
can
do
the
work
that
we've
let
go.
How
do
we
get
them
back
into
the
system.
O
Thank
you
for
the
question.
This
is
deputy
superintendent,
jessica
taubman
for
the
record
to
our
knowledge.
Clark,
county
district
school
district
is
the
only
district
that
posts
separation,
information
to
any
public
information
whatsoever.
We
are
aware,
through
that
data
that
they
make
transparently
available,
that
over
1500
educators
have
separated
from
the
district
this
year.
With
that
said,
we
do
not
know
whether
they
were
let
go
or
whether
they
departed.
That
is
not
information
that
we
would
be
privy
to
and
the
matter
of
people
being
employed
or
not
is
of
local
control.
F
M
Thank
you
chair
and
thank
you
for
this
presentation.
I
I
echo
the
sentiments
too,
that
the
focus
needs
to
be
on
retention,
and
so
I'm
going
to
ask
some
very
specific
questions
about
retention
so
with
the
with
this
plan
or
these
plans,
these
programs.
So
what
are
the
actual,
measurable,
quantifiable
goals
that
you
have
in
place?
So
how
do
we
know
that
these
plans
are
working?
How
is
there
a
goal
for
how
many
teachers
will
be
trained
up?
M
Is
there
a
goal
for
how
many
will
enter
the
profession
in
our
nevada,
public
schools
and
also,
what
is
the
goal
around
retention,
because
statistics
and
everything
else
we
see
right
now
literally
say
that,
no
matter
how
many
teachers
we
train
up
today,
they
will
not
be
here
three
to
five
years
from
now.
So
does
the
department
have
the
goals
for
that,
because
otherwise
we
we
stay
on
this
hamster
wheel,
churning
and
turn,
and
we
have
to
get
to
so
first
is
what
are
those
measurable
goals
and
also
what
I'll
get
to
retention
seconds.
O
O
However,
we
have
recommended
to
the
chair
for
his
consideration
for
june
that
partner
data
insight
partners
has
been
contracted
by
us
to
try
to
build
that
data
system
for
the
state
and
create
a
public-facing
data
dashboard,
and
so
they
would
be
happy
to
provide
that
update
about
what
those
plans
look
like
in
the
timelines
at
a
future
meeting
or
we
can
provide
it
informationally
if
that
presentation
is
not
of
interest,
but
those
data
around
who's
in
the
pipeline.
Right
to
that
specific
question
of
who's
in
our
higher
education
systems.
O
Right
now,
who
may
be
ready
to
graduate
who
may
be
licensed
already,
none
of
that
data
is
something
we
have
all
we
have
is
if
we
request
that
information
from
the
institutions
of
higher
education,
which
we
sometimes
do,
they
can,
let
us
know
who's
in
their
pipeline
within
reason,
and
they
don't
collect
that
data
consistently
at
a
system
level,
so
that's
institution
by
institution
and
then,
in
addition,
we
have
the
static
data
that
we
get
about
educator
assignments
with
count
day,
which
of
course,
can
be
very
changing
after
october
one.
O
M
Okay,
so
my
question
was:
what
were
your
goals?
We
set
goals
before
we
collect
data,
so
my
question
was
for
the
department.
What
is
your
goal?
How
many
is
one?
Is
there
a
goal
and
that's
like
a
yes
or
no
question
so
and
then?
Secondly,
what
if
you
have
those
goals?
What
are
the
goals?
What
is
the
goals?
How
will
you
know
that
these
programs
or
the
department
is
being
successful?
M
O
Jessica
todd
and
for
the
record,
no,
we
do
not
have
goals,
because
we
do
not
have
benchmarks
and
when
the
department
undertakes
goal-setting
processes,
as
we
do
in
our
five-year
strategic
plan.
We
do
it
based
on
benchmarks.
M
So
opposite
of
what
happens
in
the
schools?
Okay,
so
my
next
question
is
with
retention.
It
seems
to
be
very
little
so
we
get
to
page
20
and
there's
some
retention
efforts
and
on
there
I
see
the
retention
efforts
of
enhancing
career
ladders
and
expanding
opportunities
for
endorsements.
But,
honestly,
when
I
read
expanding
opportunities
for
endorsements,
that
literally
says
more
time
more
work
more
money
for
an
educator
to
expand
in
order
to
get
that
endorsement.
M
We
know
that
again
for
many
many
years,
educators
keep
saying
the
same
thing,
that
it's
pay
its
working
conditions
and
that
it's
respect
and
that
respect
goes
for
multiple
different
areas.
So
I
guess
I'm
asking
too
how
do
when
we
hear
educators
the
people
who
are
leaving
saying
these
are
the
three
main
categories,
and
yet
we
see
the
these
retention
efforts.
M
How
do
they
align
because
there
doesn't
seem
to
be
an
alignment
between
what
the
educators
are
saying,
that
they
need
and
what's
actually
happening
and
again,
if
we
know
we're
losing
most
people
between
three
and
five
years?
What's
being
done
to
to
maintain
those
people
between
that
five
or
ten
year
mark
when
or
or
more
when,
they
really
have
that
experience.
S
Thank
you
for
the
question.
Jeff
briskey
andy
for
the
record.
I
do
agree
with
you.
I
I
hear
that
all
the
time
pay,
working
conditions
etc
and
again,
as
deputy
thomas
explained,
that's
really
a
local
control
issue.
We
can
implement
as
many
things
to
remove
barriers
to
licensure
remove
barriers
to
endorsements.
We
have
done
that
here
on
the
slide
20
I
believe
you're
talking
about
for
those
teachers
who
already
have
a
k8
license.
J
A
B
E
You
so
I'd
like
to
expand
on.
E
When
you
look,
you
know
back
and
forward,
we
are
building
out
a
data
system
so
that
we
have
more
information,
better
information
to
make
decisions.
I
will
tell
you,
though,
the
work
that
was
presented
when
we
look
at
the
data
that
has
already
been
out
there.
There
traditionally
is
20
prior
to
the
pandemic,
2
300
teachers
annually
that
either
retire,
because
it's
you
know
that
they've
done
great
service.
E
They
get
to
retire
and
or
people
leaving
the
profession
to
your
point,
and
she
has
been
producing
800
teachers
that
same
time
frame
and
so
through
that
data,
as
well
as
the
data
that
we
know
nationally
and
here
locally,
when
you
participate
at
higher
education
and
do
your
student
teaching
you're
likely
to
teach
20
miles
from
where
you
did
your
student
teaching
and
so
using
those
two
pieces
of
data
are
grow
your
own
program.
E
The
teaching
and
training
that
you
saw
earlier
that
a
lot
of
that
work
has
come
out
of
the
working
with
nevada
state
college,
and
so
the
high
schools
now
and
I
loved
hearing
superintendent
stevens
talk
about
how
she
is
teaching
those
courses
right
grow
your
own,
making
sure
that
those
teachers
now
when
they
graduate
from
our
institutions,
they
do
their
student
teaching
in
our
schools
that
they
actually
will
stay
with
us,
so
that
piece
of
making
sure
that
when
they
enter
the
profession
that
they
stay
here
with
us,
they
know
their
communities.
E
They
have
families.
That
is
how
we're
building
out
with
these
funds
that
we
have
that
aren't
that
are
one
shot
in
nature.
We're
hoping
that
we'll
be
able
to
demonstrate
to
all
of
you
that
they
will
be
funded
down
the
road.
So
that's
the
the
data
that
we
use
to
build
these
programs
and
the
goal
is
to
have
additional
and
forget
the
exact
number
off
the
time
I
had,
but
an
additional
set
of
educators.
E
That
would
not
have
been
here
in
our
system,
and
we
will
be
able
to
report
that
back
to
you
for
retention.
Quite
frankly,
we
struggle
at
the
nevada
department
of
education,
because
is
how
how
what
are
the
levers
that
policy,
because
we're
the
policy
people
right
within
the
state?
What
are
the
policies
that
and
lovers
that
we
have
as
the
department
of
education
support
school
districts
in
retention?
E
That
has
been
an
issue
in
our
state?
I
actually
was
with
the
folks
from
harvard
last
week
who
came
to
southern
nevada
in
2016.
E
Looked
at
the
data
specifically
in
the
clark
county,
school
district
and
the
data
show
that
it
is
a
retention
problem.
It
is
not
a
recruitment
problem
that
southern
nevada
has.
It
is
a
retention
problem
and
so
those
pieces
that
we
know
pay
working
environments,
lower
class
sizes.
If,
if
we
had
a
magic
wand,
we
would
absolutely
do
that.
O
C
In
reference
to
the
slide,
that's
on
the
screen
now
and
I
think
I
know
the
answers,
but
I
just
want
to
hear
them.
I
continue
to
get
emails
and
I'm
sure
we
all
do
that
reference
reciprocity
of
license
and
the
issues
and
how
long
it
takes
to
get
the
license.
And
I
get
here-
and
I
can't
get
my
license
and
I
recognize
some
of
those
are
local
issues
and
some
of
those
are
state
issues.
C
Is
there
any
thought
or
any
discussion
to
them
having
to
work
longer
than
two
years,
possibly
three
or
four,
because
we
all
know
that
we
lose
most
of
the
teachers
between
the
first
and
the
fifth
year?
First
of
all,
and
while
we
may
not
want
to
go
all
the
way
to
the
fifth
year,
the
first
two
years
are
you
know
when
you
go
through
the
unconsciously
unskilled
program,
then
the
consciously
unskilled
program
you've
got
to
teach
three
years
before
you
get
there.
C
So
three
or
four
years
has
there
been
any
discussion
into
asking
teachers
to
teach
longer
in
the
payback
program.
I
know
with,
I
feel,
like
with
some
of
the
law
school
scholarships
and
some
of
the
veterinarian
scholarships
with
witchy.
Some
of
those
are
either
five
or
ten
years.
Even
while
we
may
not
want
to
go
all
the
way
out.
Certainly
I
think
three
or
four
years
is
reasonable.
E
E
What
I
would
say
is
when
you
hear
some
that
there
isn't
to
to
please
send
them
our
way.
I
know
there's
in
the
into
your
question
on
well.
Actually,
someone
just
did
an
article
the
other
day.
That
said
it
took
a
substitute
teacher
four
months
to
get
their
license
and
I
immediately
turned
to
the
staff.
I
said
what
the
heck
this
should
not
be
happening.
They
pulled
it
up.
It
was
not
four
months.
I
don't
know
how
an
article
gets
published
like
that
it
was
four
weeks
we
have
the
date.
The
person
entered
their
information.
E
We
have
the
date
that
it
was
issued.
So
you
know
it's
one
of
those
things
marketing.
I
guess
we
need
to
to
get
out
there,
the
department,
the
team,
especially
this
time
of
year.
Seven
days
a
week,
we
have
staff
working
seven
days
a
week
to
make
sure
that
we
can
hire
teacher
the
districts.
Excuse
me
can
hire
teachers
and
get
their
licenses
quickly.
I
will
tell
you
that
the
law
does
have
components:
the
specific
coursework
for
the
official
name
for
the
course
parent
involvement,
family
engagement.
E
So
even
though
we
have
reciprocity,
I
think
that
too
gets
conflated.
Sometimes
we
take
all
their
coursework.
We
say:
hey
great,
you
can
be
a
math
teacher,
but
you
still
need
to.
They
still
have
the
provisional
because
they
in
law
are
required
to
take.
That
course.
So
you
know
sometimes
people
get
confused.
It's
not
full
reciprocity,
like
hey
you're,
clear,
but
you
do
have
to
take
the
course
that
has
been
mandated
by
the
state
of
nevada,
so
very
proud
of
the
class
team.
E
I
also
want
to
say
give
a
shout
out
to
deputy,
not
deputy
director
tagliati,
because
I
call
him
quite
often
all
of
the
background
checks
go
to
their
work
and
they
do
it
by
hand,
and
I
know
thank
you
as
a
legislature.
You
approved
funding
for
them
to
automate,
but
he
has
been
a
very
good
partner
in
understanding
when
we
need
to
have
the
educator
licenses
or
nursing
licenses.
S
And
thank
you
jeff
briskey
andy
for
the
record
part.
Two
of
your
question,
I
believe,
was
the
claw
back
and
how
many
years
it
takes.
Currently,
the
teach
nevada
scholarship
has
a
five-year
requirement.
You
must
teach
in
a
nevada
public
school
for
at
least
five
years,
three
of
which
must
be
in
a
title
one
school
and
along
with
some
other
parameters
around
that
are
like
effective
evaluations,
etc,
and
as
far
as
the
claw
back
for
the
incentivizing
pathways
to
teachers,
we
implemented
that
most
recently
for
the
last
two
application
periods.
S
We
have
a
call
back
there
of
two
years
where
they
must
agree
to
teach
at
least
two
years,
and
if
they
don't,
they
would
have
to
pay
back
25
of
what
of
what
we
gave
them
similar
to
teach
about
a
scholarship.
B
Thank
you
so
much
chair
dennis.
Thank
you,
superintendent,
such
a
comprehensive
approach
to
recruiting.
I,
along
with
my
colleagues,
I'm
concerned
about
the
retention
piece.
I
know
that
you
have
a
tremendous
database
of
every
single
licensed
teacher
administrator
and
that
would
it
be
possible
to
do,
and
maybe
you
do
a
survey,
monkey
or
survey
so
that
you
can
actually
look
at
facts
when
it
comes
to.
You
know
how
districts,
climate
and
culture
are
various
other
salaries
and
that
and
look
at
the
data
trends
an
exit
survey
per
se.
E
Thank
you
for
the
question
senator
for
the
record
state
superintendent,
john
ebert.
This
actually
is:
we've
done
climate
and
culture
surveys
with
students,
and
this
is
our
first
year
that
we're
actually
collecting
that
data.
It
was
opt
in.
I
just
staff
if
it
was
still
open
open.
E
It
is
not
so
we
just
closed
that
opportunity
to
start
to
collect
that
data
and
we'll
be
able
to
report
it
back
to
you.
B
Yes
chair,
thank
you,
superintendent,
ebert,
thank
you
for
being
here
you.
You
made
a
comment
that
I
just
want
to
make
sure
I
heard
right
and
then
maybe
you
could
expand
on
it
a
little
bit.
You
mentioned
that
there
are
some
things
that
that
maybe
the
state
has
taken
off
the
plate
of
teachers
so
that
we
can,
you
know,
there's
things
that
the
districts
require.
B
There's
things
that
we
hear
in
department
of
ed
the
legislature
do
was
I
understanding
you
right
that
when
you
mentioned
as
part
of
retention
trying
to
help
them
that
maybe
we
lighten
their
load,
where
we
can
is.
Is
that
what
I
understood
you
to
say
and
if
so,
what
what
are?
Maybe
some
of
those
things
that
have
happened
recently.
E
Thank
you
for
the
question.
So
specifically.
E
Yes,
so,
yes
in
thinking
about
how
we
do
our
work
with
educators,
the
first
one
that
comes
to
my
mind
is
conversations
that
we've
had
with
our
staff
in
having
teachers
come
in
for
professional
development
and
those
the
timing
of
the
work
that
we
do
with
teachers
and
making
sure
that
it
is
especially
during
the
pandemic
that
it's
not
during
specific
times
the
other
pieces
which
one
of
them
was
just
during
the
pandemic
right
working
with
the
federal
government,
making
sure
that
we
had
flexibility
with
assessments
with
other
reports
that
are
due.
E
That
really
is
at
the
district
level
for
the
reporting,
but
for
the
assessment
that
absolutely
is
at
the
classroom
level
and
making
sure
that
we're
not
overburdening
at
that
point
in
time
now,
as
I
think
through
specifically,
I
was
thinking
of
the
end
of
course,
exams
as
well
were
actually
going
to
be
coming
forward.
E
Those
were
covered
under
the
emergency,
the
state
emergency,
but
now
we're
finding
that
that's
being
lifted,
so
we're
in
a
position
where
we
may
have
to
re-implement
those,
and
so
those
are
other
types
of
things
that
we're
trying
to
remove
from.
We
were
able
to
remove
during
the
pandemic
because
of
the
emergency,
but
now
it's
going
to
be
added
back
and
so
we're
going
to
try
to
bring
it
back
off
of
the
plate
of
teachers
and
educators
and
children.
B
That
being
said,
then
I
I
think,
as
I
know
even
before,
before
the
pandemic,
my
conversations
with
with
teachers,
family
members
that
are
in
the
teaching
profession,
there
is
a
load
that
has
been
put
on.
Teachers,
paperwork
all
kinds
of
things
that
do
take
away
from
teaching
time.
B
I
know
some
of
these
things
are
vitally
important,
but
I
guess
us
learning
to
discern
which
is
absolutely
necessary,
and
what
is
it
worth
the
time
it
takes
away
from
instruction
time
for
students
and
and
busy
paperwork
for
for
teachers
who
are
juggling
a
lot.
So
thank
you
for
that
and
appreciate
you
keeping
an
eye
on
that
men
that
maybe
we
can
all
work
together
to
do
that
kind
of
analysis
when
we
think
about
bringing
legislation
forward
in
the
next
session.
So
thank
you.
A
Thank
you
very
much.
Unless
there's
some
other
questions,
I
think
we're
going
to
move
on
so
that
we
can
get
to
the
other
items.
Thank
you
very
much
great
presentation,
something
that
we
all
think
about
and
and
need
to
do
something,
and
so
hopefully
we
got
some
good
ideas
from
that
that
we
can
as
we
move
forward.
So
thank
you.